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Chinese Language & Culture (9-Year Program) Grade 4 - 12 (2007)

© Alberta Education, Canada 
 Table of Contents   Program of Studies
Rationale & Philosophy 
 
Outcomes 
 
This program of studies is intended for students who begin their study of Chinese language and culture in Grade 4. It constitutes an articulated, sequential Chinese Language and Culture Nine-year (9Y) Program (Grade 4 to Grade 12).
Program Rationale

The value for Canadian society as a whole of learning the Chinese language1 is significant and can be summarized as follows. Learning Chinese leads to:

  • an increased awareness of, and sensitivity to, cultural and linguistic diversity
  • an improved potential in the Canadian and global marketplace and workplace
  • an enhanced role in the international community.

Apart from the common advantages related to the learning of any international language, the learning of Chinese permits an insight into the rich and varied cultures developed in the Chinesespeaking world and bestows more opportunity to communicate directly with Chinese-speaking people. The learning of Chinese develops in individuals an awareness of, and a sensitivity to, cultural and linguistic diversity. This fact, in addition to preserving cultural identity, is also a means of cultural enrichment and of fostering understanding and respect among peoples and countries. Furthermore, it gives individuals the opportunity to identify, question and challenge their own cultural assumptions, values and perspectives and to contribute positively to society. These are benefits that can be gained by all students of Chinese, regardless of their background or heritage.

For those students who already have some knowledge of the Chinese language or a family connection to the culture, learning Chinese offers an opportunity to renew contact with their language and culture and further develop their language skills.

There is significant evidence to suggest that learning another language contributes to the development of first language skills and enhances cognitive functioning. Learning a second language increases the ability to conceptualize and to think abstractly, and it fosters cognitive flexibility, divergent thinking, creativity and metalinguistic competence.

In today’s world, knowledge of a second language and culture in general, and Chinese in particular, is an economic advantage, providing language and cultural skills that enable individuals to communicate and interact effectively in the global society.

1Chinese is also commonly referred to as Guoyu, Hanyu, Huayu, Mandarin, Putonghua or Zhongwen.

Assumptions

The following statements are assumptions that have guided the development process of this program of studies.

  • Language is communication.
  • All students can be successful learners of language and culture, although they will learn in a variety of ways and acquire proficiency at varied rates.
  • All languages can be taught and learned.
  • Learning Chinese as a second language enhances the student’s primary language as well as cognitive development and knowledge acquisition. This is true for students who come to the class with some knowledge of Chinese and further develop their skills in this language. This is also true for students who have no prior knowledge of Chinese and are learning it as a second or an additional language.
The Conceptual Model

The aim of this program of studies is the development of communicative competence in Chinese.

Four Components

For the purposes of this program of studies, communicative competence is represented by four interrelated and interdependent components.

Applications deal with what the students will be able to do with the language, the functions they will be able to perform and the contexts in which they will be able to operate.

Language Competence addresses the students’ knowledge of the language and their ability to use that knowledge to interpret and produce meaningful texts appropriate to the situations in which they are used.

Global Citizenship aims to develop intercultural competence, with a particular focus on Chinese culture.

Strategies help students learn and communicate more effectively and more efficiently.

Each of these components is described more fully in the corresponding section of this program of studies.

A Spiral Progression

Language learning is integrative, not merely cumulative. Each new element that is added must be integrated into the whole of what has gone before. The model that best represents the students’ language learning progress is an expanding spiral. Their progression is not only vertical (e.g., increased proficiency) but also horizontal (e.g., broader range of applications and experience with more vocabulary, text forms, contexts and so on). The spiral also represents how language learning activities are best structured. Particular lexical fields, learning strategies or language functions, for example, are revisited at different points in the nine-year program (i.e., in different grades/courses), but from a different perspective, in broader contexts or at a slightly higher level of proficiency each time. Learning is reinforced, extended and broadened with each successive pass.

Organization of the Program of Studies
General Outcomes

General outcomes are broad statements identifying the knowledge, skills and attitudes that students are expected to achieve in the course of their language learning experience. The four general outcomes serve as the foundation for this program of studies and are based on the conceptual model outlined above.

Applications [A]

  • Students will use Chinese in a variety of situations and for a variety of purposes.

Language Competence [LC]

  • Students will use Chinese effectively and competently.

Global Citizenship [GC]

  • Students will acquire the knowledge, skills and attitudes to be effective global citizens.

Strategies [S]

  • Students will know and use strategies to maximize the effectiveness of learning and communication.

The order in which the general outcomes are presented in the program of studies does not represent a sequential order, nor does it indicate the relative importance of each component. The general outcomes are to be implemented in an integrated manner.

Overview

Specific Outcomes

Each general outcome is further broken down into specific outcomes that students are to achieve by the end of each grade/course.

The specific outcomes are categorized under cluster headings, which show the scope of each of the four general outcomes. These headings are shown in the Overview section above.

The specific outcomes within each cluster are further categorized by strands, which show the developmental flow of learning from the beginning to the end of the program. However, an outcome for a particular grade/course will not be dealt with only in that particular year of the program. The spiral progression that is part of the conceptual model means that activities in the years preceding will prepare the ground for acquisition and in the years following will broaden applications.

The specific outcomes are interrelated and interdependent. In most classroom activities, a number of learning outcomes will be dealt with in an integrated manner.

Note: The outcomes in this program of studies require that the simplified version/form of Chinese characters be acquired by the students. However, given the reality of mixed usage, students will not be penalized for using traditional forms.

Applications Overview

Students will use Chinese in a variety of situations and for a variety of purposes.
Cluster:Strand:
A-1 to receive and impart informationA-1.1 share factual information
A-2 to express emotions and personal perspectivesA-2.1 share ideas, thoughts, opinions, preferences
A-2.2 share emotions, feelings
A-3 to get things doneA-3.1 guide actions of others
A-3.2 state personal actions
A-3.3 manage group actions
A-4 to form, maintain and change interpersonal relationshipsA-4.1 manage personal relationships
A-5 to extend their knowledge of the worldA-5.1 discover and explore
A-5.2 gather and organize information
A-5.3 solve problems
A-5.4 explore opinions and values
A-6 for imaginative purposes and personal enjoymentA-6.1 humour/fun
A-6.2 creative/aesthetic purposes
A-6.3 personal enjoyment

The specific outcomes under the heading Applications deal with what the students will be able to do with the Chinese language; that is, the functions they will be able to perform and the contexts in which they will be able to operate.

The functions are grouped under six cluster headings—see the illustration above. Under each of these headings there are one or more strands that show the developmental flow of learning from grade to grade or course to course. Each strand deals with a specific language function; e.g., share factual information. Students at any level will be able to share factual information. Beginning learners will do this in very simple ways. As students gain more knowledge and experience, they will broaden the range of subjects they can deal with, they will learn to share information in writing as well as orally, and they will be able to handle formal and informal situations.

Different models of communicative competence have organized language functions in a variety of ways. The organizational structure chosen here reflects the needs and interests of students in a classroom where activities are focused on meaning and are interactive. For example, the strand entitled "manage group actions" has been included to ensure that students acquire the Chinese language knowledge and skills necessary to function independently in small groups, since this is an effective way of organizing second language classrooms. The strands under the cluster heading "to extend their knowledge of the world" will accommodate a content-based approach to language learning where students learn content from another subject area as they learn the Chinese language.

The level of linguistic, sociolinguistic and discourse competence that students will exhibit when carrying out the functions is defined in the specific outcomes for Language Competence for each grade/course. To know how well students will be able to perform the specific function, the Applications outcomes must be read in conjunction with the Language Competence outcomes.

Applications—the situations and purposes for communication—drive this program, providing contexts for students’ language and cultural learning.

Language Competence Overview

Students will use Chinese effectively and competently.
Cluster:Strand:
LC-1 attend to formLC-1.1 phonology
LC-1.2 orthography
LC-1.3 lexicon
LC-1.4 grammatical elements
LC-2 interpret and produce oral textsLC-2.1 aural interpretation
LC-2.2 oral production
LC-2.3 interactive fluency
LC-3 interpret and produce written and visual textsLC-3.1 written interpretation
LC-3.2 written production
LC-3.3 viewing
LC-3.4 representing
LC-4 apply knowledge of the sociocultural contextLC-4.1 register
LC-4.2 idiomatic expressions
LC-4.3 variations in language
LC-4.4 social conventions
LC-4.5 nonverbal communication
LC-5 apply knowledge of how discourse is organized, structured and sequencedLC-5.1 cohesion/coherence
LC-5.2 text forms
LC-5.3 patterns of social interaction

Language competence is a broad term that includes linguistic or grammatical competence, discourse competence, sociolinguistic or sociocultural competence, and what might be called textual competence. The specific outcomes under Language Competence deal with knowledge of the Chinese language and the ability to use that knowledge to interpret and produce meaningful texts appropriate to the situations in which they are used. Language competence is best developed in the context of activities or tasks where the language is used for real purposes; in other words, in practical applications.

The various components of language competence are grouped under five cluster headings—see the illustration on the preceding page. Under each of these headings there are several strands, identified by strand headings at the left end of each row, which show the developmental flow of learning from course to course. Each strand deals with a single aspect of language competence. For example, under the cluster heading “attend to form,” there are strands for phonology (pronunciation, stress, intonation), orthography (spelling, mechanical features), lexicon (vocabulary words and phrases) and grammatical elements (syntax and morphology).

Although the outcomes isolate these individual aspects, language competence should be developed through classroom activities that focus on meaningful uses of the Chinese language and on language in context. Tasks will be chosen based on the needs, interests and experiences of students. The vocabulary, grammar structures, text forms and social conventions necessary to carry out a task will be taught, practised and assessed as students are involved in various aspects of the task itself, not in isolation.

Strategic competence is often closely associated with language competence, since students need to learn ways to compensate for low proficiency in the early stages of learning if they are to engage in authentic language use from the beginning. This component is included in the language use strategies in the Strategies section.

Note: The outcomes in this program of studies require that the simplified version/form of Chinese characters be acquired by the students. However, given the reality of mixed usage, students will not be penalized for using traditional forms.

Global Citizenship Overview

Students will acquire the knowledge, skills and attitudes to be effective global citizens.
Cluster:Strand:
GC-1 historical and contemporary elements of Chinese cultureGC-1.1 accessing/analyzing cultural knowledge
GC-1.2 knowledge of Chinese culture
GC-1.3 applying cultural knowledge
GC-1.4 diversity within Chinese culture
GC-1.5 valuing Chinese culture
GC-2 appreciating diversityGC-2.1 awareness of own language(s)
GC-2.2 general language knowledge
GC-2.3 awareness of own culture
GC-2.4 general cultural knowledge
GC-2.5 valuing diversity
GC-2.6 intercultural skills
GC-3 personal and career opportunitiesGC-3.1 Chinese language and culture
GC-3.2 cultural and linguistic diversity

The learning outcomes for Global Citizenship deal with the development of intercultural competence, encompassing some of the knowledge, skills and attitudes that students need in order to be effective global citizens. The concept of global citizenship encompasses citizenship at all levels, from the local school and community to Canada and the world.

The various components of global citizenship are grouped under three cluster headings—see the table above. Under each of these headings there are several strands which show the developmental flow of learning from grade to grade or course to course. Each strand deals with a single aspect of intercultural competence. For example, under the cluster heading "historical and contemporary elements of Chinese culture," there are strands for accessing/analyzing cultural knowledge, knowledge of Chinese culture, applying cultural knowledge, diversity within Chinese culture and valuing Chinese culture.

Developing cultural knowledge and skills is a lifelong process. Knowledge of one’s own culture is acquired over a lifetime. Cultures change over time. Within any national group, there may be a dominant culture or cultures and a number of additional cultures. Rather than simply developing a bank of knowledge about Chinese culture, it is more important for students to develop skills in accessing and understanding information about culture and in applying that knowledge for the purposes of interaction and communication. Students will gain cultural knowledge in the process of developing these skills. In this way, if they encounter elements of the culture they have not learned about in class, they will have the skills and abilities to deal with them effectively and appropriately.

The "appreciating diversity" heading covers knowledge, skills and attitudes that are developed as a result of bringing other languages and cultures into relationship with one’s own. There is a natural tendency when learning a new language and culture to compare it with what is familiar. Many students leave a second language learning experience with a heightened awareness and knowledge of their own language and culture. They will also be able to make some generalizations about languages and cultures based on their experiences and those of their classmates, who may have a variety of cultural backgrounds. This will provide students with an understanding of diversity within both a global and a Canadian context.

Strategies Overview

Students will know and use strategies to maximize the effectiveness of learning and communication.
Cluster:Strand:
S-1 language learningS-1.1 cognitive
S-1.2 metacognitive
S-1.3 social/affective
S-2 language useS-2.1 interactive
S-2.2 interpretive
S-2.3 productive
S-3 general learningS-3.1 cognitive
S-3.2 metacognitive
S-3.3 social/affective

Under the Strategies heading are specific outcomes that will help students learn and communicate more effectively. Strategic competence has long been recognized as an important component of communicative competence. The learning outcomes that follow deal not only with compensation and repair strategies, important in the early stages of language learning when proficiency is low, but with strategies for language learning, language use in a broader sense, as well as general learning strategies that help students acquire content. Although people may use strategies unconsciously, the learning outcomes deal only with the conscious use of strategies.

The strategies are grouped under three cluster headings—see the illustration above. Under each of these headings there are several strands that show the development of awareness and skill in using strategies from grade to grade or course to course. Each strand deals with a specific category of strategy. Language learning and general learning strategies are categorized as cognitive, metacognitive and social/affective. The language use strategies are organized by communicative mode: interactive, interpretive, productive.

The strategies that students choose depend on the task they are engaged in as well as on other factors, such as their preferred learning style, personality, age, attitude and cultural background. Strategies that work well for one person may not be effective for another person, or may not be suitable in a different situation. For this reason it is not particularly useful to say that students should be aware of, or able to use, a specific strategy in a particular course. Consequently, the specific outcomes describe the students’ knowledge of, and ability to use, general types of strategies. Specific strategies for each general category or type are included as examples. The examples provided are not prescriptive, nor are they exhaustive, but they are provided as an illustration of how the general strategies in the specific outcomes might be developed.

Teachers need to know and be able to demonstrate a broad range of strategies from which students are then able to choose in order to communicate effectively. Strategies of all kinds are best taught in the context of learning activities where students can apply them immediately and then reflect on their use.

SAMPLE LIST OF STRATEGIES (Gr. 4-9)
Language Learning Strategies (Gr. 4-9)

Cognitive

  • listen attentively
  • perform actions to match the words of a song, story or rhyme
  • learn short rhymes or songs to practise new vocabulary or sentence patterns or to learn Pinyin
  • imitate sounds, tones and intonation patterns
  • memorize new words by repeating them silently or aloud
  • seek the precise term to express meaning
  • write out or say words or phrases repeatedly in a variety of contexts
  • make personal dictionaries
  • experiment with various elements of Chinese
  • use mental images to remember new information
  • group together sets of things—word formations, sentence structures, vocabulary words and phrases—with similar characteristics
  • identify similarities and differences between aspects of Chinese and your own language
  • look for patterns and relationships, such as grouping radicals
  • use previously acquired knowledge to facilitate a learning task
  • associate new words or expressions with familiar ones, either in Chinese or in your own language
  • find information, using reference materials such as dictionaries, textbooks and grammars
  • use available technological aids or other learning aids to support language learning; e.g., cassette recorders, computers
  • use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • place new words or expressions in a context to make them easier to remember
  • use induction to generate rules governing language use
  • seek opportunities outside of class to practise and observe
  • perceive and note down unknown words and expressions, noting also their context and function
  • take lesson notes and review them
  • memorize stroke order and the direction of strokes through repetition
  • make and use personal flash cards
  • use cues given by the teacher to determine the appropriate tone for a specific word

Metacognitive

  • check copied writing for accuracy
  • make choices about how you learn
  • rehearse or role-play language
  • decide in advance to attend to the learning task
  • reflect on learning tasks with the guidance of the teacher
  • make a plan in advance about how to approach a language learning task
  • reflect on the listening, speaking, reading and writing process
  • decide in advance to attend to specific aspects of input
  • listen or read for key words
  • evaluate your performance or comprehension at the end of a task
  • keep a learning log
  • experience various methods of language acquisition, and identify one or more considered to be particularly useful personally
  • be aware of the potential of learning through direct exposure to the Chinese language
  • know how strategies may enable coping with texts containing unknown elements
  • identify problems that might hinder successful completion of a task, and seek solutions
  • monitor your speech and writing to check for persistent errors
  • be aware of your strengths and weaknesses, identify your needs and goals, and organize strategies and procedures accordingly

Social/Affective

  • initiate or maintain interaction with others
  • participate in shared reading experiences
  • seek the assistance of a friend to interpret a text
  • reread familiar self-chosen texts to enhance understanding and enjoyment
  • work cooperatively with peers in small groups
  • understand that making mistakes is a natural part of language learning
  • experiment with various forms of expression, and note their acceptance or nonacceptance by more experienced speakers
  • participate actively in brainstorming and conferencing as prewriting and postwriting exercises
  • use self-talk to feel competent to do the task
  • be willing to take risks and to try unfamiliar tasks and approaches
  • repeat new words and expressions occurring in your conversations, and make use of these new words and expressions as soon as appropriate
  • reduce anxiety by using mental techniques such as positive self-talk or humour
  • work with others to solve problems and get feedback on tasks
  • provide personal motivation by arranging your own rewards when successful
Language Use Strategies (Gr. 4-9)

Interactive

  • use words from the first language to get meaning across; e.g., use a literal translation of a phrase in the first language, use a first language word but pronounce it as in Chinese
  • acknowledge being spoken to
  • interpret and use a variety of nonverbal cues to communicate; e.g., mime, pointing, gestures, pictures
  • indicate lack of understanding verbally or nonverbally
  • ask for clarification or repetition when you do not understand 麻烦您再解释一下。请您再重复一遍。
  • use other speakers’ words in subsequent conversations
  • assess feedback from a conversation partner to recognize when a message has not been understood; e.g., raised eyebrows, blank look
  • start again, using a different tactic, when communication breaks down 换句话说,……
  • use a simple word similar to the concept to convey, and invite correction "保护羊的狗" for "牧羊犬"
  • invite others into the discussion 您也谈谈您的看法吧。
  • ask for confirmation that a form used is correct 这样说对不对?
  • use a range of fillers, hesitation and slowing devices, and gambits to sustain conversations
  • use circumlocution to compensate for lack of vocabulary "挂衣服的东西" for "衣架"
  • repeat part of what someone has said to confirm mutual understanding
  • summarize the point reached in a discussion to help focus the talk
  • ask follow-up questions to check for understanding 您明白我的意思吧?
  • self-correct if errors lead to misunderstanding 我的本意是……

Interpretive

  • attend to gestures, intonation and visual supports to aid comprehension
  • make connections between texts on the one hand and prior knowledge and personal experience on the other
  • use illustrations to aid reading comprehension
  • determine the purpose of listening
  • listen or look for key words
  • listen selectively based on purpose
  • make predictions about what you expect to hear or read based on prior knowledge and personal experience
  • use knowledge of the sound–symbol system to aid reading comprehension
  • infer probable meanings of unknown words or expressions from contextual clues
  • prepare questions or a guide to note down information found in a text
  • use key content words or discourse markers to follow an extended text
  • reread several times to understand complex ideas
  • summarize information gathered
  • assess your information needs before listening, viewing or reading
  • use skimming and scanning to locate key information in texts
  • focus on parts of a character, such as the radical or sound element, to guess the meaning and/or pronunciation of a word

Productive

  • mimic what the teacher says
  • use nonverbal means to communicate
  • copy what others say or write
  • use words that are visible in the immediate environment
  • use resources to increase vocabulary and to develop other language structures
  • use familiar repetitive patterns to compose oral or written texts (stories, songs, rhymes, familiar classroom routines/phrases/patterns)
  • use illustrations to provide detail when producing your own texts
  • use various techniques to explore ideas at the planning stage, such as brainstorming or keeping a notebook or log of ideas
  • use knowledge of sentence patterns to form new sentences
  • be aware of and use the steps of the writing process: prewriting (gathering ideas, planning the text, research, organizing the text), writing, revision (rereading, moving pieces of text, rewriting pieces of text), correction (grammar, spelling, punctuation), publication (reprinting, adding illustrations, binding)
  • use a variety of resources to correct texts, such as personal and commercial dictionaries, checklists, grammars, teachers
  • take notes when reading or listening to assist in producing your own text
  • proofread and edit the final version of a text
  • use circumlocution and definition to compensate for gaps in vocabulary
  • apply grammar rules to improve accuracy at the correction stage
  • compensate for avoiding difficult structures by rephrasing
  • combine previously learned language elements with new language elements to produce new oral and written texts
General Learning Strategies (Gr. 4-9)

Cognitive

  • classify objects and ideas according to their attributes; e.g., red objects and blue objects, or animals that eat meat and animals that eat plants
  • use models
  • connect what is already known with what is being learned
  • experiment with, and concentrate on, one thing at a time
  • focus on and complete learning tasks
  • record key words and concepts in abbreviated form—verbal, graphic or numerical—to assist with performance of a learning task
  • use mental images to remember new information
  • distinguish between fact and opinion when using a variety of sources of information
  • formulate key questions to guide research
  • make inferences, and identify and justify the evidence on which these inferences are based
  • use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • seek information through a network of sources, including libraries, the Internet, individuals and agencies
  • use previously acquired knowledge or skills to assist with a new learning task

Metacognitive

  • reflect on learning tasks with the guidance of the teacher
  • choose from among learning options
  • discover how your efforts can affect learning
  • reflect upon your thinking processes and how you learn
  • decide in advance to attend to the learning task
  • divide an overall learning task into a number of subtasks
  • make a plan in advance about how to approach a task
  • identify your needs and interests
  • manage your physical working environment
  • keep a learning journal, such as a diary or a log
  • develop criteria for evaluating your work
  • work with others to monitor your learning
  • take responsibility for planning, monitoring and evaluating learning experiences

Social/Affective

  • watch others’ actions and copy them
  • seek help from others
  • follow your natural curiosity and intrinsic motivation to learn
  • participate in cooperative group learning tasks
  • choose learning activities that enhance understanding and enjoyment
  • be encouraged to try, even though mistakes might be made
  • take part in group decision-making processes
  • use support strategies to help peers persevere at learning tasks; e.g., offer encouragement, praise, ideas
  • take part in group problem-solving processes
  • use self-talk to feel competent to do the task
  • be willing to take risks and to try unfamiliar tasks and approaches
  • monitor your level of anxiety about learning tasks, and take measures to lower it if necessary; e.g., deep breathing, laughter
  • use social interaction skills to enhance group learning activities
10-9Y, 20-9Y, 30-9Y

Students will know and use strategies to maximize the effectiveness of learning and communication.
Cluster:Strand:
S-1 language learningS-1.1 cognitive, metacognitive, social/affective
S-2 language useS-2.1 interactive, interpretive, productive
S-3 general learningS-3.1 cognitive, metacognitive, social/affective

Under the Strategies heading are specific outcomes that will help students learn and communicate more effectively. Strategic competence has long been recognized as an important component of communicative competence. In the early stages of language learning, when proficiency is low, learning outcomes deal with compensation and repair strategies. The learning outcomes that follow deal with language learning, language use and general learning strategies for young adult learners in later stages of language learning. Although people may use strategies unconsciously, the learning outcomes deal with the conscious use of strategies.

The strategies are grouped under three cluster headings—see the illustration above. Under each of these headings there is a single strand. Sets of examples that allow students to develop, choose and apply strategies from course to course are listed below. Each strand deals with three general categories of strategies. Language learning and general learning strategies are categorized as cognitive, metacognitive and social/affective. The language use strategies are categorized by communicative mode: interactive, interpretive, productive.

The strategies that students choose depend on the task they are engaged in as well as on other factors, such as their preferred learning style, personality, age, attitude and cultural background. Strategies that work well for one person may not be effective for another person, or may not be suitable in a different situation. For this reason it is not particularly useful to say that students should be aware of, or able to use, a specific strategy in a particular course. Consequently, the specific outcomes describe the students’ knowledge of, and ability to use, general types of strategies.

Specific strategies for each general category or type are included as examples. The examples provided are not prescriptive, nor are they exhaustive,, but they are provided as an illustration of how the general strategies in the specific outcomes might be developed.

Strategies for senior high school students are focused, encouraging student participation and active learning. They are personal, meaningful and relevant for students. Students will:

  • learn a new strategy
  • practise it
  • identify those strategies they consider most useful
  • become independent users of strategies that prove successful.

The teacher’s role is to model, advocate, guide, support and celebrate success. Teachers need to know and be able to demonstrate a broad range of strategies from which students are able to choose in order to communicate effectively. Strategies of all kinds are best taught in the context of learning activities where students can apply them immediately and then reflect on their use.

Because senior high school students in the Chinese Language and Culture Nine-year Program will have had experience with various strategies in previous years (grades 4–9), teachers will assist students in selecting strategies that are appropriate for their learning styles, skill levels and age.

By Grade 12, students will be able to use their preferred strategies appropriately and effectively to enhance their language learning, language use and general learning.

EXAMPLES OF STRATEGIES (10-9Y, 20-9Y, 30-9Y)
Language Learning Strategies (10-9Y, 20-9Y, 30-9Y)

Examples of cognitive language learning strategies:

  • listen attentively
  • incorporate new vocabulary or sentence patterns
  • commit to memory new words by repeating them silently or aloud
  • repeat words or phrases in the course of performing a language task
  • seek the precise term to express meaning
  • place new words or expressions in a context to make them easier to remember
  • associate new words or expressions with familiar ones
  • maintain a private language learning journal
  • perceive and note in a personal journal or dictionary any unknown words and expressions, noting also their context and function
  • use mental images to remember new information
  • look for patterns and relationships; e.g., structures, meaning
  • use graphic organizers to make information easier to understand and remember; e.g., word maps, mind maps, diagrams, charts
  • group together sets of things—vocabulary, structures—that have similar characteristics
  • experiment with various elements of the language
  • identify similarities and differences between aspects of Chinese and your own language(s)
  • use previously acquired knowledge to facilitate a learning task
  • find information by using reference materials such as dictionaries, textbooks, grammars and online resources or by seeking out Chinese speakers (family members, friends, community members)
  • use available technological aids that support language learning
  • use induction to generate rules governing language use

Examples of metacognitive language learning strategies:

  • decide in advance to attend to the learning task
  • make a plan in advance about how to approach a language learning task
  • set realistic, achievable and appropriate goals
  • listen or read for key words
  • decide in advance to attend to specific aspects of input
  • know how strategies may enable comprehension of texts containing unknown elements
  • rehearse or role-play language
  • recognize the potential of learning through direct exposure to the language
  • seek opportunities inside and outside of class to practise and observe
  • check copied writing for accuracy
  • monitor speech and writing to check for and correct persistent errors
  • reflect on learning tasks with the guidance of the teacher
  • reflect on the listening, speaking, reading and writing process
  • evaluate your performance or comprehension at the end of a task
  • accept suggestions for improvement
  • reflect on the task at hand, identify potential problems that may hinder successful completion of the task, and brainstorm/create a list of possible solutions to use before working on the task and at various stages during the task
  • experience various forms of language acquisition, and identify one or more you consider to be particularly useful personally
  • make choices about how you learn best
  • understand that language learning is a lifelong process

Examples of social/affective language learning strategies:

  • understand that making mistakes is a natural part of language learning
  • be willing to take risks and to try unfamiliar tasks and approaches
  • continue to explore ways to reduce anxiety and increase your level of comfort and self-confidence in using the language in a variety of situations
  • initiate or maintain interaction with others; e.g.,
    • – observe and imitate Chinese speakers
    • – participate in shared reading experiences
    • – invite native speakers from the community to be guests in the class
    • – seek opportunities outside of class to interact with community members
    • – work cooperatively with peers in small groups
  • participate actively in brainstorming and conferencing as prewriting and postwriting exercises
  • work with others to solve problems and get feedback on tasks
  • experiment with various forms of expression, and note their acceptance or nonacceptance by more experienced speakers
  • repeat new words and expressions occurring in your conversations, and make use of these new words and expressions as soon as appropriate
  • reread familiar self-chosen texts to enhance understanding and enjoyment
  • provide personal motivation by arranging your own rewards when successful
  • learn from/with peers
Language Use Strategies (10-9Y, 20-9Y, 30-9Y)

Examples of interactive language use strategies:

  • interpret and use a variety of nonverbal cues to communicate
  • ask for clarification or repetition when you do not understand; e.g., 麻烦您再解释一下,请您再重 复一遍
  • ask follow-up questions to check for understanding; e.g., 您明白我的意思吧?
  • indicate lack of understanding of Chinese text/expressions through questions posed in Chinese; e.g., 不好意思,您的意思是… 吗?
  • use a simple word similar to the concept to convey, and invite correction; e.g.,“保护羊的狗”for “牧羊犬”
  • ask for confirmation that a form used is correct; e.g., 这么说对不对?
  • use circumlocution to compensate for lack of vocabulary; e.g.,“挂衣服的东西”for “衣架”
  • repeat part of what someone has said to confirm mutual understanding
  • use other speakers’ words in subsequent interactions
  • assess feedback from a conversation partner to recognize when a message has not been understood
  • self-correct if errors lead to misunderstandings; e.g., 我的本意是 …
  • invite others into the discussion; e.g., 您也谈谈您的想法吧。
  • summarize the point reached in a discussion to help focus the talk
  • use suitable phrases to intervene in a discussion; e.g., 不好意思,我插句话 …
  • start again, using a different tactic, when communication breaks down; e.g., 换句话说,…

Examples of interpretive language use strategies:

  • note gestures, intonation and visual supports that aid comprehension
  • make connections between texts on the one hand and prior knowledge and personal experience on the other
  • use illustrations and prediction strategies to aid reading comprehension
  • determine the purpose of listening, viewing or reading
  • listen or look for key words
  • listen selectively or read selectively based on purpose
  • use knowledge of the radical system to aid reading comprehension
  • use key content words or discourse markers to follow an extended text
  • infer probable meanings of unknown words or expressions from contextual clues
  • reread several times to understand complex ideas
  • use skimming and scanning to locate key information in texts
  • summarize information gathered
  • assess your information needs before listening, viewing or reading
  • make predictions about what you expect to hear or read based on prior knowledge and personal experience
  • prepare questions or a guide to note information found in a text

Examples of productive language use strategies:

  • use nonverbal means to communicate
  • use songs, rhyming schemes, word games, tongue twisters, acronyms and poetry in fun ways
  • use familiar repetitive patterns from stories, songs or media
  • incorporate newly modelled words/expressions
  • use learned lexical items (words and expressions) and structures (grammatical elements and syntax) to create and give effective presentations
  • use knowledge of sentence patterns to form new sentences
  • use illustrations to provide detail when producing your own texts
  • take notes in Chinese when reading or listening to assist in producing your own text
  • paraphrase and summarize texts
  • use a variety of resources to correct texts
  • use resources such as an English–Chinese dictionary or a Chinese dictionary (现代汉语词典) to increase vocabulary
  • edit and proofread the final version of a text
  • use various techniques to explore ideas at the planning stage, such as brainstorming, word webs, flowcharts, or keeping a notebook or log of ideas
  • use the steps of the writing process: prewriting (gathering ideas, planning the text, researching, organizing the text), writing, revision (rereading, moving pieces of text, rewriting pieces of text), correction (grammar, spelling, punctuation), publication (reprinting, adding illustrations, binding)
General Learning Strategies (10-9Y, 20-9Y, 30-9Y)

Examples of cognitive general learning strategies:

  • classify objects and ideas according to their attributes; e.g., sports played/watched, indoor/outdoor activities, types of summer jobs
  • connect what you already know to what is being learned
  • write down key words and concepts in abbreviated form
  • use previously acquired knowledge or skills to assist with a new learning task
  • identify patterns, e.g., grammar, sentence patterns, to create your own text (oral, written)
  • use graphic organizers to make information easier to understand and remember; e.g., word maps, mind maps, diagrams, charts
  • use mental images to remember new information
  • experiment with, and concentrate on, one thing at a time
  • formulate key questions to guide research
  • distinguish between fact and opinion when using a variety of sources of information
  • make inferences, and identify and justify the evidence on which these inferences are based
  • seek information through a network of sources, including libraries, online resources, individuals and agencies

Examples of metacognitive general learning strategies:

  • identify your needs and interests
  • take responsibility for planning, monitoring and evaluating your learning experiences
  • make a plan in advance about how to approach a task
  • divide an overall learning task into a number of subtasks
  • work with others to monitor your learning
  • develop criteria for evaluating your work
  • choose from among learning options
  • discover how your efforts can affect learning
  • reflect on learning tasks
  • reflect upon your thinking processes and how you learn
  • reflect on time management for effective learning
  • manage your physical working environment

Examples of social/affective general learning strategies:

  • follow your natural curiosity and intrinsic motivation to learn
  • choose learning activities that enhance understanding and enjoyment
  • be willing to take risks and to try unfamiliar tasks and approaches
  • be encouraged to try, even though you might make mistakes
  • monitor your level of anxiety about learning tasks, and take measures to lower it if necessary; e.g., positive self-talk or seeking advice/encouragement
  • use positive thinking and/or self-talk as a way to persevere on a difficult task
  • participate in cooperative group learning tasks
  • use social interaction skills to enhance group learning activities
  • seek help from others
  • take part in group decision-making processes
  • participate in and/or initiate group problem-solving processes
  • observe and imitate the successful learning strategies of others
  • use support strategies to help peers persevere at learning tasks
Grade 4
Applications (Gr. 4)
General Outcome for Applications

Students will use Chinese in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. share basic information
  • b. identify concrete people, places and things
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express simple preferences
  • b. express a personal response
  • A–2.2 share emotions, feelings
  • a. respond to and express basic emotions and feelings
A–3 to get things done
  • A–3.1 guide actions of others
  • a. indicate basic needs and wants
  • b. give and respond to simple oral instructions and commands
  • A–3.2 state personal actions
  • a. respond to basic offers, invitations and instructions
  • A–3.3 manage group actions
  • a. manage turn taking
  • b. encourage other group members to act appropriately
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. exchange greetings and farewells
  • b. address a new acquaintance and introduce themselves
  • c. exchange some basic personal information
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. investigate the immediate environment
  • A–5.2 gather and organize information
  • a. gather simple information
  • b. organize items in different ways
  • A–5.3 solve problems
  • a. experience problem-solving situations in the classroom
  • A–5.4 explore opinions and values
  • a. listen attentively to expressed opinions
  • b. respond sensitively to the ideas and products of others
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (Gr. 4)
General Outcome for Language Competence

Students will use Chinese effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. pronounce some simple words and phrases comprehensibly
  • b. use intonation to express meaning
  • c. pronounce some commonly used initials and finals
  • d. recognize the four tones
  • LC–1.2 orthography
  • a. be aware of some elements of the writing system
  • b. be aware of simplified and traditional characters
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • self
    • school
    • family
    • food
    • clothing
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,2 the following grammatical elements: ...
    • Basic Adjectives
    • 形容词
    • Conjunction
    • 连词
    • − 和
    • Interrogative Words/Phrases
    • 疑问词/短语
    • − 谁?
    • Imperatives
    • 祈使短语
    • Measure Words
    • 量词
    • − 个、本
    • Negation
    • 否定
    • − 不 + adjective
    • − 不 + verb
    • − 沒有 + noun
    • Nouns
    • 名词
    • Modal Particles
    • 语气词
    • − 吗、呢
    • Structural Particle to Indicate Possession
    • 表领属关系的结构助词
    • − 的
    • Pronouns
    • 代词
    • Sentence Pattern
    • 句型
    • − subject + verb + object
    • − subject + verb
    • Verbs
    • 动词

    2Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand simple spoken sentences in guided situations
  • LC–2.2 oral production
  • a. produce simple spoken words and phrases in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple interactions, using short, simple phrases
LC–3 interpret and produce written and visual texts
  • LC–3.1 written interpretation
  • a. recognize and understand simple written sentences in guided situations
  • LC–3.2 written production
  • a. produce simple written words and phrases in guided situations
  • LC–3.3 viewing
  • a. derive meaning from visuals and other forms of nonverbal communication in guided situations
  • LC–3.4 representing
  • a. use visuals and other forms of nonverbal communication to express meaning in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. speak at a volume appropriate to classroom situations
  • b. respond to tone of voice
  • LC–4.2 idiomatic expressions
  • a. imitate age-appropriate idiomatic expressions
  • LC–4.3 variations in language
  • a. experience a variety of voices
  • LC–4.4 social conventions
  • a. imitate simple, routine social interactions
  • b. use basic social expressions appropriate to the classroom
  • LC–4.5 nonverbal communication
  • a. understand the meaning of, and imitate, some common nonverbal behaviours used in Chinese culture
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. use simple link words
  • LC–5.2 text forms
  • a. experience a variety of oral and written text forms
  • LC–5.3 patterns of social interaction
  • a. respond using very simple social interaction patterns
Global Citizenship (Gr. 4)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Chinese culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. participate in activities and experiences that reflect elements of Chinese culture
  • b. ask questions, using English, about elements of Chinese culture experienced in class
  • GC–1.2 knowledge of Chinese culture
  • a. participate in activities and experiences that reflect elements of Chinese culture
  • GC–1.3 applying cultural knowledge
  • a. recognize elements of Chinese culture in the classroom
  • GC–1.4 diversity within Chinese culture
  • a. experience diverse elements of Chinese culture
  • GC–1.5 valuing Chinese culture
  • a. participate in cultural activities and experiences
GC–2 appreciating diversity
  • GC–2.1 awareness of first language
  • a. distinguish between their first language (or dialect) and Chinese
  • GC–2.2 general language knowledge
  • a. explore the variety of languages spoken by those around them
  • b. identify similarities among words from different languages within their personal experience
  • GC–2.3 awareness of own culture
  • a. explore similarities between their own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. participate in activities and experiences that reflect elements of different cultures
  • GC–2.5 valuing diversity
  • a. work and play with others who are different
  • GC–2.6 intercultural skills
  • a. adapt to new situations
GC–3 personal and career opportunities
  • GC–3.1 Chinese language and culture
  • a. identify reasons for learning Chinese
  • GC–3.2 cultural and linguistic diversity
  • a. suggest some reasons for participating in activities and experiences that reflect elements of different cultures
Strategies (Gr. 4) 
General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. use simple cognitive strategies, with guidance, to enhance language learning
  • S–1.2 metacognitive
  • a. use simple metacognitive strategies, with guidance, to enhance language learning
  • S–1.3 social/affective
  • a. use simple social and affective strategies, with guidance, to enhance language learning

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. use simple interactive strategies, with guidance, to enhance language use
  • S–2.2 interpretive
  • a. use simple interpretive strategies, with guidance, to enhance language use
  • S–2.3 productive
  • a. use simple productive strategies, with guidance, to enhance language use

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. use simple cognitive strategies, with guidance, to enhance general learning
  • S–3.2 metacognitive
  • a. use simple metacognitive strategies, with guidance, to enhance general learning
  • S–3.3 social/affective
  • a. use simple social and affective strategies, with guidance, to enhance general learning

See the Strategies Overview Section for a sample list of general learning strategies.

Grade 5
Applications (Gr. 5)
General Outcome for Applications

Students will use Chinese in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. ask for and provide information; e.g., time, dates, locations
  • b. respond to simple, predictable questions
  • c. describe people, places and things
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. identify favourite people, places or things; e.g., words or phrases, characters, illustrations in texts, activities
  • b. express a personal response to a variety of situations
  • A–2.2 share emotions, feelings
  • a. identify emotions and feelings; e.g., identify emotions portrayed in texts
  • b. express and respond to a variety of emotions and feelings; e.g., love, sadness, surprise, fear
A–3 to get things done
  • A–3.1 guide actions of others
  • a. suggest a course of action, and respond to a suggestion
  • b. make and respond to a variety of simple requests
  • c. seek, grant and withhold permission
  • A–3.2 state personal actions
  • a. indicate choice from among several options
  • b. express a wish or a desire to do something
  • A–3.3 manage group actions
  • a. ask for help or clarification of what is being said or done in the group
  • b. suggest, initiate or direct action in group activities
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate relationships; e.g., invite others to play
  • b. apologize and refuse politely
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. investigate the immediate environment
  • b. make and talk about personal observations
  • A–5.2 gather and organize information
  • a. sequence items in different ways
  • b. record and share personal knowledge of a topic
  • A–5.3 solve problems
  • a. define a problem, and search for solutions
  • b. choose between alternative solutions
  • A–5.4 explore opinions and values
  • a. make connections between behaviour and values
  • b. recognize differences of opinion
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (Gr. 5)
General Outcome for Language Competence

Students will use Chinese effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. pronounce the most commonly used initials and finals
  • b. use comprehensible pronunciation, stress and intonation when producing familiar words or phrases
  • c. recognize the neutral tone
  • LC–1.2 orthography
  • a. copy familiar words, phrases and sentences
  • b. relate radicals to character formation
  • c. recognize stroke order
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • friends
    • weather
    • holidays
    • daily routines
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,2 the following grammatical elements: ...
    • Auxiliary Verbs
    • 助动词/能愿动词
    • − 会
    • Basic Adjectives
    • 形容词
    • Expression of Time
    • 时间的表示方式
    • − subject + time + verb
    • − time + subject + verb
    • Imperatives
    • 祈使短语
    • Interrogative Words/Phrases
    • 疑问词/短语
    • − 是不是? 好不好? 对不对?
    • Measure Words
    • 量词
    • − 支、张
    • Modal Particle
    • 语气词
    • − 吧
    • Nouns
    • 名词
    • Positional Nouns
    • 方位名词
    • Pronouns
    • 代词
    • Stative Verbs
    • 状态动词
    • − 是、有、在
      e.g., 我是学生。我有一本书。
    • Sentence Pattern
    • 句型
    • − subject + verb + object
    • − subject + verb
    • The Use of 在 as a Verb to Indicate Location
    • "在" 作动词表示地点
    • − 在 + place
    • Verbs
    • 动词

    2Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,3 the following grammatical elements: ...
    • Basic Adjectives
    • 形容词
    • Conjunction
    • 连词
    • − 和
    • Interrogative Words/Phrases
    • 疑问词/短语
    • − 谁?
    • Imperatives
    • 祈使短语
    • Measure Words
    • 量词
    • − 个、本
    • Negation
    • 否定
    • − 不 + adjective
    • − 不 + verb
    • − 沒有 + noun
    • Nouns
    • 名词
    • Modal Particles
    • 语气词
    • − 吗、呢
    • Structural Particle to Indicate Possession
    • 表领属关系的结构助词
    • − 的
    • Pronouns
    • 代词
    • Sentence Pattern
    • 句型
    • − subject + verb + object
    • − subject + verb
    • Verbs
    • 动词

    3Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand short, simple oral texts in guided situations
  • LC–2.2 oral production
  • a. produce simple spoken sentences in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple interactions, using simple sentences
LC–3 interpret and produce written and visual texts
  • LC–3.1 written interpretation
  • a. understand short, simple written texts in guided situations
  • LC–3.2 written production
  • a. produce simple written sentences in guided situations
  • LC–3.3 viewing
  • a. derive meaning from a variety of visuals and other forms of nonverbal communication in guided situations
  • LC–3.4 representing
  • a. use a variety of visuals and other forms of nonverbal communication to express meaning in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. distinguish between formal and informal situations
  • b. recognize that some topics, words and intonations are inappropriate in certain contexts
  • LC–4.2 idiomatic expressions
  • a. understand and use a variety of simple idiomatic expressions as set phrases
  • LC–4.3 variations in language
  • a. acknowledge and accept individual differences in speech
  • LC–4.4 social conventions
  • a. use basic politeness conventions
  • b. use appropriate oral forms of address for people frequently encountered
  • LC–4.5 nonverbal communication
  • a. experiment with using some simple nonverbal means of communication
  • b. recognize that some nonverbal behaviours may be inappropriate in certain contexts
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. sequence events of a simple story
  • b. link words or groups of words in simple ways
  • LC–5.2 text forms
  • a. recognize some simple oral and written text forms
  • LC–5.3 patterns of social interaction
  • a. initiate interactions and respond using simple social interaction patterns; e.g., request–acceptance/nonacceptance
Global Citizenship (Gr. 5)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Chinese culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. make observations of Chinese culture; e.g., as it is portrayed in texts and in the community
  • b. seek out information about Chinese culture from authentic sources; e.g., people
  • GC–1.2 knowledge of Chinese culture
  • a. participate in activities and experiences that reflect elements of Chinese culture
  • GC–1.3 applying cultural knowledge
  • a. recognize and identify elements of Chinese culture in the school and community
  • GC–1.4 diversity within Chinese culture
  • a. identify some elements that reflect diversity within Chinese culture
  • GC–1.5 valuing Chinese culture
  • a. participate in cultural activities and experiences
GC–2 appreciating diversity
  • GC–2.1 awareness of first language
  • a. identify similarities between their first language (or dialect) and Chinese; e.g., basic word order
  • GC–2.2 general language knowledge
  • a. identify differences and similarities among writing systems from different languages within their personal experience
  • GC–2.3 awareness of own culture
  • a. recognize similarities between their own culture and other cultures
  • b. make connections between individuals or situations in texts and their own personal experiences
  • GC–2.4 general cultural knowledge
  • a. recognize that a variety of cultural practices are followed by their schoolmates and different groups in their community
  • b. recognize that culture is expressed through a variety of forms
  • GC–2.5 valuing diversity
  • a. demonstrate curiosity about other languages and cultures
  • GC–2.6 intercultural skills
  • a. listen with attention to the opinions of others who come from different cultural backgrounds
  • b. initiate and maintain new relationships; e.g., make a new classmate feel welcome
GC–3 personal and career opportunities
  • GC–3.1 Chinese language and culture
  • a. identify some personal uses they have made of their knowledge of Chinese language and culture
  • GC–3.2 cultural and linguistic diversity
  • a. identify some personal uses they have made of their knowledge of different languages and cultures
Strategies (Gr. 5) 
General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. use a variety of simple cognitive strategies, with guidance, to enhance language learning
  • S–1.2 metacognitive
  • a. use a variety of simple metacognitive strategies, with guidance, to enhance language learning
  • S–1.3 social/affective
  • a. use a variety of simple social and affective strategies, with guidance, to enhance language learning

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. use a variety of simple interactive strategies, with guidance, to enhance language use
  • S–2.2 interpretive
  • a. use a variety of simple interpretive strategies, with guidance, to enhance language use
  • S–2.3 productive
  • a. use a variety of simple productive strategies, with guidance, to enhance language use

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. use a variety of simple cognitive strategies, with guidance, to enhance general learning
  • S–3.2 metacognitive
  • a. use a variety of simple metacognitive strategies, with guidance, to enhance general learning
  • S–3.3 social/affective
  • a. use a variety of simple social and affective strategies, with guidance, to enhance general learning

See the Strategies Overview Section for a sample list of general learning strategies.

Grade 6
Applications (Gr. 6)
General Outcome for Applications

Students will use Chinese in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. describe people, places, things and series or sequences of events or actions
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express likes and dislikes
  • b. record and share thoughts and ideas with others
  • A–2.2 share emotions, feelings
  • a. inquire about, record and share personal experiences involving an emotion or feeling; e.g., happiness, anger
A–3 to get things done
  • A–3.1 guide actions of others
  • a. encourage or discourage others from a course of action
  • b. give and follow a simple sequence of instructions
  • A–3.2 state personal actions
  • a. make an offer and an invitation, and respond to offers and invitations made by others in familiar situations
  • b. inquire about and express ability and inability to do something
  • A–3.3 manage group actions
  • a. encourage other group members to participate
  • b. assume a variety of roles and responsibilities in a group
  • c. negotiate in a simple way with peers in small group tasks
  • d. offer a simple explanation or clarification
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. talk about themselves, and respond to the talk of others by showing attention and interest
  • b. make and break social engagements
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore alternative classification systems and criteria for categories
  • b. discuss relationships and patterns
  • A–5.2 gather and organize information
  • a. compare and contrast items in simple ways
  • b. compose questions to guide research
  • c. identify sources of information
  • d. record observations
  • A–5.3 solve problems
  • a. understand and use steps in a problem-solving process
  • A–5.4 explore opinions and values
  • a. express their views on a variety of topics within their direct experience
  • b. gather opinions on a topic within their direct experience
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to understand simple humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (Gr. 6)
General Outcome for Language Competence

Students will use Chinese effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. combine initials and basic finals
  • b. recognize some of the effects that intonation and stress have in different situations
  • LC–1.2 orthography
  • a. recognize and use some basic conventions of mechanics
  • b. apply stroke order in forming simplified characters
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • hobbies
    • sports/games (cultural)
    • pets/animals
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,2 the following grammatical elements: ...
    • Adverbs
    • 副词
    • − 也
    • − 都
    • Auxiliary Verbs
    • 助动词/能愿动词
    • − 会
    • − 可以
    • Conjunction
    • 连词
    • − A 还是 B …
    • 得 Used After Verb to Introduce Complement of Degree
    • "得" 作程度补语标识
    • Expression of Time
    • 时间的表示方式
    • − subject + time + verb
    • − time + subject + verb
      e.g., 我们现在上课。现在我们上课。
    • Particle 了 to Indicate Perfect Aspect
    • "了"表示动作的完成
    • − 了
      e.g., 我买了一本书。
    • Negative Imperatives
    • 否定形式的祈使短语
    • − 不要/别 + verb
    • Measure Words
    • 量词
    • − 只
    • The Use of 在 as a Verb to Indicate Location
    • "在" 作动词表示地点
    • − 在 + place
    • Sentence Pattern
    • 句型
    • − subject + 在 + place + verb + (object)

    2Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,3 the following grammatical elements: ...
    • Auxiliary Verbs
    • 助动词/能愿动词
    • − 会
    • Basic Adjectives
    • 形容词
    • Expression of Time
    • 时间的表示方式
    • − subject + time + verb
    • − time + subject + verb
      e.g., 我们现在上课。现在我们上课。
    • Imperatives
    • 祈使短语
    • Measure Words
    • 量词
    • − 支、张
    • Modal Particle
    • 语气词
    • − 吧
    • Nouns
    • 名词
    • Positional Nouns
    • 方位名词
    • − 上/下;左/右;前/后
    • Pronouns
    • 代词
    • Sentence Pattern
    • 句型
    • − subject + verb + object
    • − subject + verb
    • The Use of 在 as a Verb to Indicate Location
    • "在" 作动词表示地点
    • − 在 + place
    • Verbs
    • 动词

    3Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,4 the following grammatical elements: ...
    • Basic Adjectives
    • 形容词
    • Interrogative Words/Phrases
    • 疑问词/短语
    • − 谁?是不是?好不好? 对不对?
    • Imperatives
    • 祈使短语
    • Measure Words
    • 量词
    • − 个、本
    • Modal Particles
    • 语气词
    • − 吗、呢
    • Negation
    • 否定
    • − 不 + adjective
    • − 不 + verb
    • − 沒有 + noun
    • Nouns
    • 名词
    • Structural Particle to Indicate Possession
    • 表领属关系的结构助词
    • − 的
    • Pronouns
    • 代词
    • Sentence Pattern
    • 句型
    • − subject + verb + object
    • − subject + verb
    • Verbs
    • 动词

    4Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand short, simple oral texts in guided and unguided situations
  • LC–2.2 oral production
  • a. produce short, simple oral texts in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple interactions
LC–3 interpret and produce written and visual texts
  • LC–3.1 written interpretation
  • a. understand short, simple written texts in guided and unguided situations
  • LC–3.2 written production
  • a. produce short, simple written texts in guided situations
  • LC–3.3 viewing
  • a. derive meaning from the visual elements of a variety of media in guided and unguided situations
  • LC–3.4 representing
  • a. express meaning through the use of visual elements in a variety of media in guided and unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. experiment with and use informal language in familiar contexts
  • LC–4.2 idiomatic expressions
  • a. use learned idiomatic expressions to enhance communication
  • LC–4.3 variations in language
  • a. experience a variety of accents, variations in speech and regional variations in language
  • LC–4.4 social conventions
  • a. recognize verbal behaviours that are considered impolite
  • b. recognize simple social conventions in informal conversation
  • LC–4.5 nonverbal communication
  • a. use appropriate nonverbal behaviours in a variety of familiar contexts
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. link several sentences coherently
  • LC–5.2 text forms
  • a. use some simple text forms in their own productions
  • LC–5.3 patterns of social interaction
  • a. use simple conventions to open and close conversations and to manage turn taking
Global Citizenship (Gr. 6)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Chinese culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. compare some elements of Chinese culture with their own culture
  • GC–1.2 knowledge of Chinese culture
  • a. explore some elements of Chinese culture
  • b. identify some things they have in common with people their own age who live in the Chinese culture
  • GC–1.3 applying cultural knowledge
  • a. identify commonalities and differences between Chinese culture and their own culture
  • b. apply knowledge of Chinese culture to interpret similarities and differences between Chinese culture and their own culture
  • GC–1.4 diversity within Chinese culture
  • a. identify commonalities and differences among diverse groups within Chinese culture
  • GC–1.5 valuing Chinese culture
  • a. identify similarities between themselves and people of Chinese culture
  • b. express an interest in finding out about people their own age who speak Chinese
GC–2 appreciating diversity
  • GC–2.1 awareness of first language
  • a. identify similarities and differences between their first language (or dialect) and Chinese; e.g., different social conventions
  • GC–2.2 general language knowledge
  • a. recognize that in any language there are different words for the same thing
  • GC–2.3 awareness of own culture
  • a. recognize and identify similarities and differences between their own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. recognize that speakers of the same language may come from different cultural backgrounds
  • b. recognize some of the factors that affect the culture of a particular region
  • GC–2.5 valuing diversity
  • a. engage in activities that reflect other ways of doing things or other perspectives
  • GC–2.6 intercultural skills
  • a. reflect on their actions and the consequences of their actions for others
  • b. explore how their perspective is shaped by a variety of factors
GC–3 personal and career opportunities
  • GC–3.1 Chinese language and culture
  • a. identify some places that they could visit where Chinese is spoken
  • GC–3.2 cultural and linguistic diversity
  • a. identify some countries where there is significant linguistic and cultural diversity
Strategies (Gr. 6) 
General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance language learning
  • S–1.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance language learning
  • S–1.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance language learning

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. identify and use a variety of interactive strategies to enhance language use
  • S–2.2 interpretive
  • a. identify and use a variety of interpretive strategies to enhance language use
  • S–2.3 productive
  • a. identify and use a variety of productive strategies to enhance language use

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance general learning
  • S–3.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance general learning
  • S–3.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance general learning

See the Strategies Overview Section for a sample list of general learning strategies.

Grade 7
Applications (Gr. 7)
General Outcome for Applications

Students will use Chinese in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. provide information on several aspects of a topic; e.g., give a simple report
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express agreement and simple disagreement, and simple approval and disapproval
  • A–2.2 share emotions, feelings
  • a. inquire about and express emotions and feelings in some familiar contexts; e.g., celebrate success
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to suggestions in familiar situations
  • A–3.2 state personal actions
  • a. state personal actions, using basic vocabulary and structures
  • A–3.3 manage group actions
  • a. check for agreement and understanding
  • b. negotiate in a simple way with peers in small-group tasks
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate and participate in casual exchanges with classmates
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. ask questions to gain knowledge and clarify understanding
  • A–5.2 gather and organize information
  • a. gather information from a variety of resources
  • A–5.3 solve problems
  • a. describe a problem, then propose solutions
  • A–5.4 explore opinions and values
  • a. explore how values influence behaviour
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and discuss simple humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (Gr. 7)
General Outcome for Language Competence

Students will use Chinese effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. combine initials and compound finals
  • b. identify and reproduce some critical sound distinctions that are important for meaning
  • LC–1.2 orthography
  • a. apply stroke order in forming simplified characters
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • local community
    • fashion
    • family traditions
    • health and safety (emergency)
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,2 the following grammatical elements: ...
    • Positional Nouns
    • 方位名词
    • − 上面/下面;左边/右边;前面/后面
    • Measure Words
    • 量词
    • − 件,条
    • Prepositions
    • 介词
    • − 从
    • Auxiliary Verb 会 Indicating Future
    • 能愿动词"会" 表示动作要发生
    • − 会 + verb (action)
    • (是)…的 for Emphasis/Confirmation (generally past)
    • "(是)…的" 表强调/确认,往往表示过去完成
    • e.g., 妈妈做的饭。
    • Particle 了 to Indicate Perfect Aspect
    • 助词 "了" 表示动作的完成
    • 得 Used After Verb to Introduce Complement of Degree
    • "得" 作程度补语标识
    • e.g., 他跑得真快。
    • Sentence Structures
    • 句型
    • Comparative Structures
    • 比较句型
    • − A 和/跟 B 一样+ adjective
    • − A 比 B + adjective
    • − 最 (superlative)
    • Interrogative Forms
    • 疑问词/短语
    • − 吗 (particle to create yes/no question)
    • − question words 怎么,什么时候,哪 年,多少,谁,为什 么
    • Affirmative–Negative Question Pattern
    • 正反疑问句
    • − adjective + 不 + adjective?
    • − (subject) + verb + 不 + verb + (object)?
    • Sentence Indicating Location
    • 处所的表示方法
    • − positional noun + 是/有 + noun
    • − subject + 在 + place
    • Sentence with Direct and Indirect Objects
    • 直接和间接宾语句
    • − subject + 给 + indirect object + direct object e.g., 他给我一本书。

    2Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,3 the following grammatical elements: ...
    • Use of 在 as a Verb to Indicate Location
    • "在" 用作动词表示地点
    • − 在 + place
    • Measure Words
    • 量词
    • − 只,场
    • Adverbs
    • 副词
    • − 也
    • − 都
    • Conjunctions
    • 连词
    • − A 还是 B …
    • Auxiliary Verbs
    • 助动词/能愿动词
    • − 会
    • − 可以
    • Sentence Structures
    • 句型
    • Expression of Time
    • 时间的表示方式
    • − subject + time + verb
    • − time + subject + verb
      e.g., 我们现在上课。现在我们上课。
    • Negative Imperatives
    • 否定形式的祈使短语
    • − 不要/别 + verb
    • Affirmative Sentence Patterns
    • 肯定句型
    • − subject + 在 + place + verb + (object)

    3Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,4 the following grammatical elements: ...
    • Nouns
    • 名词
    • Positional Nouns
    • 方位名词
    • − 上/下;左/右;前/后
    • Verbs
    • 动词
    • Adjective Phrases
    • 形容词短语
    • − adjective + noun
    • Pronouns
    • 代词
    • Measure Words
    • 量词
    • − 支、张
    • Auxiliary Verb
    • 助动词/能愿动词
    • − 会
    • Modal Particle 吧 to Express Request/Suggestion
    • 语气助词"吧"表请求/提议
    • − e.g., 您再考虑考虑吧!帮帮忙吧!
    • Imperatives
    • 祈使短语
    • Affirmative Sentence Patterns
    • 肯定句型
    • − subject + verb + object
    • − subject + verb
    • − subject + adjective

4Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand a variety of short, simple oral texts in guided and unguided situations
  • LC–2.2 oral production
  • a. produce short, simple oral texts on various topics in guided situations
  • LC–2.3 interactive fluency
  • a. manage simple, routine interactions without undue difficulty, asking for repetition or clarification when necessary
LC–3 interpret and produce written and visual texts
  • LC–3.1 written interpretation
  • a. understand a variety of short, simple written texts
  • LC–3.2 written production
  • a. produce a variety of short, simple written texts in guided situations
  • LC–3.3 viewing
  • a. derive meaning from the visual elements of a variety of media in guided and unguided situations
  • LC–3.4 representing
  • a. express meaning through the use of visual elements in a variety of media in guided and unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. identify socially appropriate language in specific situations
  • LC–4.2 idiomatic expressions
  • a. use learned idiomatic expressions correctly in new contexts
  • LC–4.3 variations in language
  • a. recognize some common regional variations in language
  • LC–4.4 social conventions
  • a. recognize important social conventions in everyday interactions
  • LC–4.5 nonverbal communication
  • a. use appropriate nonverbal behaviours in a variety of familiar contexts
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. organize texts, using common patterns
  • b. interpret simple references within texts
  • LC–5.2 text forms
  • a. recognize a variety of text forms delivered through a variety of media
  • LC–5.3 patterns of social interaction
  • a. initiate interactions and respond, using a variety of social interaction patterns
Global Citizenship (Gr. 7)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Chinese culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. explore and identify some social aspects of Chinese life; e.g., festivals, sports, communities
  • b. formulate questions about elements of Chinese culture; e.g., patterns of behaviour or interaction typical of people their own age
  • GC–1.2 knowledge of Chinese culture
  • a. explore some elements of Chinese culture; e.g., everyday ways of life of people their own age
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of elements of Chinese culture to interpret cultural behaviour that is different from their own
  • GC–1.4 diversity within Chinese culture
  • a. apply knowledge of Chinese culture to interpret similarities and differences among diverse groups within Chinese culture
  • GC–1.5 valuing Chinese culture
  • a. acknowledge cultural behaviours that are different from their own
GC–2 appreciating diversity
  • GC–2.1 awareness of first language
  • a. compare oral and written aspects of their first language (or dialect) and Chinese; e.g., grammatical structures
  • GC–2.2 general language knowledge
  • a. recognize that languages can be grouped into families based on common origins
  • GC–2.3 awareness of own culture
  • a. identify some influences on the development of their personal identity
  • b. identify how cultural influences affect personal identity
  • GC–2.4 general cultural knowledge
  • a. recognize that within any culture there are important differences in the way people speak and behave
  • GC–2.5 valuing diversity
  • a. engage in activities that reflect other ways of doing things or other perspectives
  • b. identify the limitations of adopting a single perspective
  • GC–2.6 intercultural skills
  • a. explore various strategies for interpersonal communication with people from different cultures
GC–3 personal and career opportunities
  • GC–3.1 Chinese language and culture
  • a. explore personal reasons for learning Chinese
  • GC–3.2 cultural and linguistic diversity
  • a. identify aspects of the history, literature, arts and crafts of different cultures that are of personal interest
Strategies (Gr. 7) 
General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance language learning
  • S–1.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance language learning
  • S–1.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance language learning

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. identify and use a variety of interactive strategies to enhance language use
  • S–2.2 interpretive
  • a. identify and use a variety of interpretive strategies to enhance language use
  • S–2.3 productive
  • a. identify and use a variety of productive strategies to enhance language use

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance general learning
  • S–3.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance general learning
  • S–3.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance general learning

See the Strategies Overview Section for a sample list of general learning strategies.

Grade 8
Applications (Gr. 8)
General Outcome for Applications

Students will use Chinese in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. understand and use basic comparisons and comparative descriptions, and give examples
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express interest and lack of interest, and satisfaction and dissatisfaction
  • A–2.2 share emotions, feelings
  • a. compare the expression of emotions and feelings in familiar contexts, such as sympathizing over a loss
A–3 to get things done
  • A–3.1 guide actions of others
  • a. give and respond to simple advice and warnings
  • A–3.2 state personal actions
  • a. accept and decline offers and invitations, with simple explanations
  • A–3.3 manage group actions
  • a. express appreciation, enthusiasm, support and respect for contributions of others
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. use routine means of interpersonal communications
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore meaning in a variety of ways
  • A–5.2 gather and organize information
  • a. gather information, using a prepared format
  • A–5.3 solve problems
  • a. generate and evaluate alternative solutions to problems
  • A–5.4 explore opinions and values
  • a. distinguish fact from opinion
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and appreciate simple humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (Gr. 8)
General Outcome for Language Competence

Students will use Chinese effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. approximate the pronunciation of unfamiliar words, using all initials and finals in the Hanyu pinyin system
  • LC–1.2 orthography
  • a. use basic forming patterns consistently in writing familiar simplified characters and phrases
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • transportation
    • entertainment
    • shopping and money
    • Alberta and its people
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,2 the following grammatical elements: ...
    • Measure Words
    • 量词
    • − 架,群
    • Conjunctions to Indicate Choice
    • 选择关系连词
    • − 还是 in a question
    • Auxiliary Verbs
    • 助动词/能愿动词
    • − 能
    • 过 Indicating Experience
    • "过" 表示经验
    • Sentence Structures
    • 句型
    • Comparative Structures
    • 比较句型
    • − A 没有 B + adjective
    • Interrogative Forms
    • 疑问词/短语
    • − question word structure 怎么…? 什么时候…? 哪年…? 多少…?
    • − 呢 used at the end of interrogative structure; e.g., 我的字典放在哪 儿呢?
    • Affirmative Sentence Patterns
    • 肯定句型
    • − subject + time + 在 + place + verb + object e.g., 我昨天晚上在家 里看电视。
    • "把" Structure
    • "把" 字句
    • − (subject) +"把" + object + verb + complement e.g., 姐姐把房间收拾 干净。
    • 不 and 没(有) to Indicate Negation
    • 动词否定式
    • − (subject) + 不/没(有) + verb e.g., 我不去。 我没(有)去。 我不吃早饭。 我没(有)吃早 饭。

    2Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,3 the following grammatical elements: ...
    • Positional Nouns
    • 方位名词
    • − 上面/下面;左边/右 边; 前面/后面
    • Measure Words
    • 量词
    • − 件,条
    • Prepositions
    • 介词
    • − 从
    • Auxiliary Verb 会 Indicating Future
    • 能愿动词"会" 表示动作要发生
    • − 会 + verb (action)
    • Particle 了 to Indicate Perfect Aspect
    • 助词"了" 表示动作的完成
    • (是)…的 for Emphasis/Confirmation (generally in past)
    • "(是)…的" 表强调/确认,往往表示过去完成
    • e.g., 妈妈做的饭。
    • 得 Used After Verb to Introduce Complement of Degree
    • "得" 作程度补语标识
    • e.g., 他跑得真快。
    • Sentence Structures
    • 句型
    • Comparative Structures
    • 比较句型
    • − A 和/跟 B 一样+ adjective
    • − A 比 B + adjective
    • − 最 (superlative)
    • Interrogative Forms
    • 疑问词/短语
    • − 吗 (particle to create yes/no question)
    • − question words 怎么,什么时候,哪 年, 多少,谁,为什 么
    • Affirmative–Negative Question Pattern
    • 正反疑问句
    • − adjective + 不 + adjective?
    • − (subject) + verb + 不 + verb + (object)?
    • Sentence Indicating Location
    • 处所的表示方式
    • − positional noun + 是 /有 + noun
    • − subject + 在 + place
    • Sentence with Direct and Indirect Objects
    • 直接和间接宾语句
    • − subject + 给 + indirect object + direct object e.g., 他给我一本书。

    3Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,4 the following grammatical elements: ...
    • Use of 在 as a Verb to Indicate Location
    • "在" 用作动词表示地点
    • − 在 + place
    • Measure Words
    • 量词
    • − 只,场
    • Adverbs
    • 副词
    • − 也
    • − 都
    • Conjunctions
    • 连词
    • − A 还是 B …
    • Auxiliary Verbs
    • 助动词/能愿动词
    • − 会
    • − 可以
    • Sentence Structures
    • 句型
    • Expression of Time
    • 时间的表示方式
    • − subject + time + verb
    • − time + subject + verb
      e.g., 我们现在上课。现在我们上课。
    • Negative Imperatives
    • 否定形式的祈使短语
    • − 不要/别 + verb
    • Affirmative Sentence Patterns
    • 肯定句型
    • − subject + 在 + place + verb + (object)

    4Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand short oral texts on unfamiliar topics in guided situations
  • LC–2.2 oral production
  • a. produce short oral texts in guided and unguided situations
  • LC–2.3 interactive fluency
  • a. manage short interactions with ease, pausing for planning and repair
LC–3 interpret and produce written and visual texts
  • LC–3.1 written interpretation
  • a. understand short written texts on familiar topics
  • LC–3.2 written production
  • a. produce short, simple written texts in guided and unguided situations
  • LC–3.3 viewing
  • a. derive meaning from a number of visual elements in a variety of media in guided and unguided situations
  • LC–3.4 representing
  • a. express meaning through the use of a number of visual elements in a variety of media in guided and unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. explore formal and informal uses of language in a variety of contexts
  • LC–4.2 idiomatic expressions
  • a. use learned idiomatic expressions in a variety of contexts
  • LC–4.3 variations in language
  • a. recognize other influences resulting in variations in language
  • LC–4.4 social conventions
  • a. interpret the use of social conventions encountered in oral and written texts
  • LC–4.5 nonverbal communication
  • a. recognize nonverbal behaviours that are considered impolite
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. organize texts to indicate steps in a procedure or directions to follow
  • b. use common conventions to structure texts
  • LC–5.2 text forms
  • a. identify the organizational structure of a variety of text forms
  • LC–5.3 patterns of social interaction
  • a. initiate interactions and respond, using a variety of appropriate social interaction patterns
Global Citizenship (Gr. 8)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Chinese culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. identify and use a variety of sources of information about Chinese culture
  • GC–1.2 knowledge of Chinese culture
  • a. explore and identify some elements of Chinese culture; e.g., key historical events and their influence on contemporary ways of life and cultural values
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of elements of Chinese culture in interactions with people and texts; e.g., interpret historical references
  • GC–1.4 diversity within Chinese culture
  • a. apply knowledge of diverse elements of Chinese culture in interactions with people and texts
  • GC–1.5 valuing Chinese culture
  • a. choose to participate in, and contribute to, activities and experiences that reflect Chinese culture
GC–2 appreciating diversity
  • GC–2.1 awareness of first language
  • a. identify some words in their first language (or dialect) that have been borrowed from Chinese or from other languages
  • GC–2.2 general language knowledge
  • a. identify how and why languages borrow from one another
  • GC–2.3 awareness of own culture
  • a. identify shared references and the different connotations attached to them in Chinese culture and in their own culture
  • GC–2.4 general cultural knowledge
  • a. recognize some of the factors that affect the culture of a particular region; e.g., historical events, significant individuals
  • GC–2.5 valuing diversity
  • a. recognize and acknowledge different perspectives
  • GC–2.6 intercultural skills
  • a. explore various strategies for enhancing communication with people from various cultures
GC–3 personal and career opportunities
  • GC–3.1 Chinese language and culture
  • a. identify aspects of the history, literature, arts and crafts of Chinese culture that are of personal interest
  • GC–3.2 cultural and linguistic diversity
  • a. explore personal reasons for learning additional languages and experiencing other cultures
Strategies (Gr. 8) 
General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance language learning
  • S–1.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance language learning
  • S–1.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance language learning

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. select and use a variety of interactive strategies to enhance language use
  • S–2.2 interpretive
  • a. select and use a variety of interpretive strategies to enhance language use
  • S–2.3 productive
  • a. select and use a variety of productive strategies to enhance language use

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance general learning
  • S–3.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance general learning
  • S–3.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance general learning

See the Strategies Overview Section for a sample list of general learning strategies.

Grade 9
Applications (Gr. 9)
General Outcome for Applications

Students will use Chinese in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. share facts about events that took place in the past or that may take place in the future
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express probability and certainty
  • A–2.2 share emotions, feelings
  • a. express emotions and feelings in a variety of familiar contexts; e.g., discuss feelings, in stressful situations, with classmates
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to suggestions and requests in informal situations
  • A–3.2 state personal actions
  • a. make a promise and express intention in familiar situations
  • b. state personal actions: completed, current and planned
  • A–3.3 manage group actions
  • a. clarify another group member’s contribution
  • b. offer an explanation or a clarification
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. give and respond to compliments
  • b. explain actions and personal choices
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore and express the purpose of what they are doing
  • A–5.2 gather and organize information
  • a. organize and manipulate information
  • A–5.3 solve problems
  • a. use information collected from various sources to solve problems
  • A–5.4 explore opinions and values
  • a. provide reasons for their position on an issue
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (Gr. 9)
General Outcome for Language Competence

Students will use Chinese effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. approximate the pronunciation of unfamiliar words, using all initials and finals in the Hanyu pinyin system
  • LC–1.2 orthography
  • a. use basic mechanical conventions; e.g., indentation, punctuation
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • helping the environment
    • leisure
    • healthy living
    • special friends
    • career opportunities
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,2 the following grammatical elements: ...
    • Measure Words
    • 量词
    • − 座,台
    • Prepositions
    • 介词
    • − 自从
    • Conjunctions
    • 连词
    • − 可是
    • − 但是
    • − 不过
    • Use of 正在 to Indicate Progressive Aspect
    • 用"正在"表示动作的进行
    • − 正在 + verb
    • Sentence Structures
    • 句型
    • Comparative Structures
    • 比较句型
    • − A 比 B + adjective
    • − A 比 B + adjective + 得多/一点
    • − A 不比 B + adjective
    • Sentence Indicating Location for a Duration
    • 处所与时间的表示方式
    • − subject + 在 + place + verb + duration
    • Compound Sentence Patterns
    • 复句
    • − 不但 … 而且
    • − … 又 … 又
    • − 不是 … 就是
    • Complex Sentence Patterns
    • 复句
    • − 虽然 … 但是 / 可是
    • − 因为 … 所以

    2Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,3 the following grammatical elements: ...
    • Measure Words
    • 量词
    • − 架,群
    • Conjunctions to Indicate Choice
    • 选择关系连词
    • − 还是 in a question
    • Auxiliary Verbs
    • 助动词/能愿动词
    • − 能
    • 过 Indicating Experience
    • "过" 表示经验
    • (是)…的 for Emphasis/Confirmation (generally past)
    • "(是)…的" 表强调/确认,往往表示过去完成
    • e.g., 妈妈做的饭。
    • Sentence Structures
    • 句型
    • Comparative Structures
    • 比较句型
    • − A 没有 B + adjective
    • Interrogative Forms
    • 疑问词/短语
    • − question word structure 怎么…? 什么时候…? 哪年…? 多少…?
    • − 呢 used at the end of interrogative structure; e.g., 我的字典放在哪儿 呢?
    • Affirmative Sentence Patterns
    • 肯定句型
    • − subject + time + 在 + place + verb + object e.g., 我昨天晚上在家里看 电视。
    • "把" Structure
    • "把" 字句
    • − (subject) +"把" + object + verb + complement e.g., 姐姐把房间收拾干净。
    • Affirmative–Negative Question Pattern
    • 正反疑问句
    • − adjective + 不 + adjective?
    • − (subject) + verb + 不 + verb + (object)?
    • 不 and 没(有) to Indicate Negation
    • 动词否定式
    • − (subject) + 不/没(有)+ verb e.g., 我不去。 我没(有)去。 我不吃早饭。 我没(有)吃早饭。
    • Sentence with Direct and Indirect Objects
    • 直接和间接宾语句
    • − subject + 给 + indirect object + direct object e.g., 他给我一本书。

    3Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,4 the following grammatical elements: ...
    • Positional Nouns
    • 方位名词
    • − 上面/下面;左边/右边; 前面/后面
    • Measure Words
    • 量词
    • − 件,条
    • Prepositions
    • 介词
    • − 从
    • Auxiliary Verb 会 Indicating Future
    • 能愿动词"会" 表示动作要发生
    • − 会 + verb (action)
    • Particle 了 to Indicate Perfect Aspect
    • 助词"了" 表示动作的完成
    • 得 Used After Verb to Introduce Complement of Degree
    • "得" 作程度补语标识
    • e.g., 他跑得真快。
    • Sentence Structures
    • 句型
    • Comparative Structures
    • 比较句型
    • − A 和/跟 B 一样+ adjective
    • − A 比 B + adjective
    • − 最 (superlative)
    • Interrogative Forms
    • 疑问词/短语
    • − 吗 (particle to create yes/no question)
    • − question words 怎么,什么时候,哪 年,多少,谁, 为什么
    • Sentence Indicating Location
    • 处所的表示方式
    • − positional noun + 是/有 + noun
    • − subject + 在 + place

    4Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand short oral texts on unfamiliar topics in guided situations
  • LC–2.2 oral production
  • a. produce a variety of short oral texts in guided and unguided situations
  • LC–2.3 interactive fluency
  • a. engage in short, spontaneous exchanges, with pauses for planning and repair
LC–3 interpret and produce written and visual texts
  • LC–3.1 written interpretation
  • a. understand short written texts on unfamiliar topics
  • LC–3.2 written production
  • a. produce a variety of short, simple written texts in guided and unguided situations
  • LC–3.3 viewing
  • a. derive meaning from a number of visual elements in a variety of media in guided and unguided situations
  • LC–3.4 representing
  • a. express meaning through the use of a number of visual elements in a variety of media in guided and unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. use suitable, simple formal language in a variety of contexts
  • LC–4.2 idiomatic expressions
  • a. recognize and discuss the role of idiomatic expressions in culture
  • LC–4.3 variations in language
  • a. recognize other influences resulting in variations in language
  • LC–4.4 social conventions
  • a. use politeness conventions in interactions
  • LC–4.5 nonverbal communication
  • a. avoid nonverbal behaviours that are considered impolite
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. use a variety of conventions to structure texts
  • b. interpret and use references within texts
  • LC–5.2 text forms
  • a. use a variety of familiar text forms and media in their own productions
  • LC–5.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform transactions and interactions; e.g., shopping, telephone conversations
Global Citizenship (Gr. 9)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Chinese culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. use research skills to test hypotheses about Chinese culture
  • GC–1.2 knowledge of Chinese culture
  • a. explore and identify some elements of Chinese culture; e.g., major current events as a reflection of contemporary ways of life and cultural values
  • GC–1.3 applying cultural knowledge
  • a. identify different perspectives on Chinese culture and speculate on their origins; e.g., identify stereotypes of Chinese culture present in their own community
  • GC–1.4 diversity within Chinese culture
  • a. identify different perspectives on diverse elements of Chinese culture and speculate on their origins
  • GC–1.5 valuing Chinese culture
  • a. examine their own perceptions of Chinese language and culture, including stereotypes
GC–2 appreciating diversity
  • GC–2.1 awareness of first language
  • a. identify some regional variations in their first language (or dialect)
  • GC–2.2 general language knowledge
  • a. recognize that languages may have regional differences in pronunciation, vocabulary or structure
  • GC–2.3 awareness of own culture
  • a. identify some of the past and present relationships between Chinese culture and their own culture
  • GC–2.4 general cultural knowledge
  • a. recognize that different cultures may have different interpretations of texts, cultural practices or products
  • GC–2.5 valuing diversity
  • a. recognize the value of different perspectives
  • GC–2.6 intercultural skills
  • a. recognize and avoid stereotypical thinking
  • b. identify and use a variety of strategies for enhancing relations with people from different cultures
GC–3 personal and career opportunities
  • GC–3.1 Chinese language and culture
  • a. identify some careers that use knowledge of Chinese
  • GC–3.2 cultural and linguistic diversity
  • a. identify some careers that use knowledge of international languages and cultures, and intercultural skills
Strategies (Gr. 9) 
General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance language learning
  • S–1.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance language learning
  • S–1.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance language learning

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. select and use a variety of interactive strategies to enhance language use
  • S–2.2 interpretive
  • a. select and use a variety of interpretive strategies to enhance language use
  • S–2.3 productive
  • a. select and use a variety of productive strategies to enhance language use

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance general learning
  • S–3.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance general learning
  • S–3.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance general learning

See the Strategies Overview Section for a sample list of general learning strategies.

10-9Y
Applications (10-9Y)
General Outcome for Applications

Students will use Chinese in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. ask and answer questions about an informative text read or heard
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express and explain preferences
  • A–2.2 share emotions, feelings
  • a. compare the expression of emotions and feelings in informal situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to suggestions and requests in formal situations
  • A–3.2 state personal actions
  • a. express possibility in relation to their own actions
  • A–3.3 manage group actions
  • a. contribute to the assessment of group activities by providing constructive feedback to group members
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate and participate in exchanges in familiar social situations; e.g., offer and respond to congratulations, offer comfort, express regret
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore connections among, and gain new insights into, familiar topics
  • A–5.2 gather and organize information
  • a. identify key ideas and summarize
  • A–5.3 solve problems
  • a. identify key elements to solve a problem
  • A–5.4 explore opinions and values
  • a. understand the concept of stereotype and recognize stereotyping in a variety of situations
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (10-9Y)
General Outcome for Language Competence

Students will use Chinese effectively and competently.

LC–1 interpret and produce texts

* The outcomes in this program of studies require that the simplified version/form of Chinese characters be acquired by the students. However, given the reality of mixed usage, students will not be penalized for using traditional forms.

  • LC–1.1 phonology
  • a. speak clearly and intelligibly in a variety of situations
  • b. identify tone changes (tone sandhi)
  • LC–1.2 orthography
  • a. recognize and correctly write familiar simplified or traditional words; e.g., sight words
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • environmental awareness
    • media
    • relationships
    • communications
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,2 the following grammatical elements: ...
    • Measure Words for Frequency
    • 动量词
    • − 次
    • − 遍
    • Conjunctions to Indicate Choice
    • 选择关系连词
    • − 或者 in a statement
    • Adverbs
    • 副词
    • − 又、再
    • − 就/才
    • Structural Particle 地Used After Adverbial
    • “地”用在状语后
    • − 地
    • Sentence Structures
    • 句型
    • − “要 … 了” indicates that an action is going to take place soon; e.g., 要回家了。
      快要下雨了。
    • Sentence with a Nominal/ Adjective Predicate
    • 名词/形容词谓语句
    • − subject + nominal/adjective predicate; e.g., 今天星期三。
      交通很繁忙。
    • Passive Voice Structure
    • 被动语态
    • − subject + 被 + “doer” (person) + verb + complement; e.g., 牛奶被哥 哥喝光了。
    • − subject + 被 + verb + complement; e.g., 花瓶被打 破了。
    • Sequencing Patterns
    • 列举句型
    • − 首先 …, 其次 …, 最后 …
    • Sentence Pattern with Verbal Constructions in Series
    • 连动句
    • − subject + verb 1 + (object 1) + verb 2 + (object 2); e.g., 妈 妈去市场买菜。
    • Compound/Complex Sentence Patterns
    • 复句
    • − 如果 … 就 …
    • − 假如 … 就 …
    • − 一 … 就 …
    • − 除了 … 以外/之外 …
    • − 一边/面 …,一边/面 …

    2Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,3 the following grammatical elements: ...
    • Measure Words
    • 量词
    • − 座,台
    • Conjunctions to Indicate Choice
    • 选择关系连词
    • − 或者 in a statement
    • Conjunctions to Indicate Transition
    • 连词
    • − 可是
    • − 但是
    • − 不过
    • Prepositions
    • 介词
    • − 自从
    • Use of 正在 to Indicate Progressive Aspect
    • 用“正在”表示动作的进行
    • − 正在 + verb
    • Sentence Structures
    • 句型
    • Comparative Structures
    • 比较句型
    • − A 比B + adjective
    • − A 比B + adjective + 得多/一点
    • − A 不比B + adjective
    • “把”Structure
    • “把”字句
    • − (subject) +“把”+ object + verb + complement; e.g., 姐姐把房间收拾干 净。
    • Sentence Indicating Location for a Duration
    • 处所和时间的表示方法/ 存现句
    • − subject + 在 + place + verb + duration
    • Compound Sentence Patterns
    • 复句
    • − 不但 … 而且 …
    • − … 又 … 又 …
    • − 不是 … 就是 …
    • Complex Sentence Patterns
    • 复句
    • − 虽然 … 但是 / 可是 …
    • − 因为 … 所以 …

    3Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,4 the following grammatical elements: ...
    • Measure Words
    • 量词
    • − 架,群
    • Auxiliary Verbs
    • 助动词/能愿动词
    • − 能
    • 过 Indicating Experience
    • “过”表示经验
    • (是)… 的 for Emphasis/ Confirmation (Generally Past)
    • “(是)… 的”表强调/
      确认,往往表示过去完
    • − 妈妈做的饭。
    • Sentence Structures
    • 句型
    • Comparative Structures
    • 比较句型
    • − A 没有B + adjective
    • Interrogative Forms
    • 疑问词/短语
    • − question word structure 怎么…?
      什么时候…?
      哪年…?
      多少…?
    • Affirmative Sentence Patterns
    • 肯定句型
    • − subject + time + 在 + place + verb + object; e.g., 我昨天晚 上在家里看电视。
    • Affirmative–Negative Question Pattern
    • 正反疑问句
    • − adjective + 不 + adjective?
    • − (subject) + verb + 不 + verb + (object)?
    • 不and 没(有) to Indicate Negation
    • 动词否定式
    • − (subject) + 不/没(有)+ verb; e.g.,
      我不去。
      我没(有)去。
      我不吃早饭。
      我没(有)吃早饭。
    • Sentence with Direct and Indirect Object
    • 直接和间接宾语句
    • − subject + 给 + indirect object + direct object; e.g., 他给我 一本书。

    4Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand the main points and some supporting details of lengthy oral texts on familiar topics in guided situations
  • LC–2.2 oral production
  • a. produce short oral texts on unfamiliar topics in guided situations
  • LC–2.3 interactive fluency
  • a. manage simple, routine interactions without undue difficulty
LC–3 interpret and produce written and visual texts
  • LC–3.1 written interpretation
  • a. understand the main points and some supporting details of lengthy written texts on familiar topics, in guided situations
  • LC–3.2 written production
  • a. produce short written texts on unfamiliar topics in guided situations
  • b. produce written texts on familiar topics, providing some details to support the main points
  • LC–3.3 viewing
  • a. propose several interpretations of the visual elements of a variety of media in guided situations
  • LC–3.4 representing
  • a. explore a variety of ways that meaning can be expressed through the visual elements of a variety of media, in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. explore differences in register between spoken and written texts
  • LC–4.2 idiomatic expressions
  • a. recognize influences on idiomatic expressions; e.g., region, age, occupation
  • LC–4.3 variations in language
  • a. recognize other influences resulting in variations in language; e.g., office held by the speaker, his or her social status
  • LC–4.4 social conventions
  • a. interpret and use appropriate oral forms of address with a variety of audiences; e.g., use suitable language to engage listeners’ attention when beginning to speak
  • LC–4.5 nonverbal communication
  • a. recognize a variety of nonverbal communication techniques in a variety of contexts
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. interpret texts that use patterns involving time or chronological sequencing
  • LC–5.2 text forms
  • a. use a variety of familiar text forms and media in their own productions; e.g., brochures, advertisements, reports, poems, stories
  • LC–5.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform complex transactions and interactions; e.g., request goods/services
Global Citizenship (10-9Y)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Chinese culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. organize and represent information about elements of Chinese culture in a variety of ways
  • GC–1.2 knowledge of Chinese culture
  • a. explore and identify elements of Chinese culture; e.g., cultural values, attitudes and interests of people their own age in Chinese culture
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of elements of Chinese culture, derived from a variety of sources, to interpret behaviours and texts
  • GC–1.4 diversity within Chinese culture
  • a. apply knowledge of diverse elements of Chinese culture, derived from a variety of sources, to interpret behaviours and texts
  • GC–1.5 valuing Chinese culture
  • a. seek out opportunities to interact with members of the Chinese community
GC–2 appreciating diversity
  • GC–2.1 awareness of own language(s) POS difference
  • a. identify aspects of their personal style in both speech and writing
  • GC–2.2 general language knowledge
  • a. describe ways languages evolve over time and provide reasons for this evolution
  • GC–2.3 awareness of own culture
  • a. identify ethnocentric elements in texts from their own culture
  • GC–2.4 general cultural knowledge
  • a. describe some causes of breakdown in communication and of misunderstanding when communicating with people from an unfamiliar culture
  • GC–2.5 valuing diversity
  • a. seek out opportunities to interact with people from various cultures
  • GC–2.6 intercultural skills
  • a. use a variety of strategies for dealing with breakdowns in communication and with misunderstandings when encountering an unfamiliar culture
GC–3 personal and career opportunities
  • GC–3.1 Chinese language and culture
  • a. explore opportunities for further education related to the Chinese language and culture
  • GC–3.2 cultural and linguistic diversity
  • a. explore opportunities for further education related to languages and cultures
Strategies (10-9Y)
General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. identify and use cognitive, metacognitive and social/affective strategies to enhance language learning in a variety of situations
S–2 language use
  • S–2.1 interactive, interpretive, productive
  • a. identify and use interactive, interpretive and productive strategies to enhance language use in a variety of situations
S–3 general learning
  • S–3.1 cognitive, metacognitive, social/affective
  • a. identify and use cognitive, metacognitive and social/affective strategies to enhance general learning in a variety of situations

Further examples of strategies are available in the Strategies Overview section.

20-9Y
Applications (20-9Y)
General Outcome for Applications

Students will use Chinese in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. share detailed information on a specific topic; e.g., write a report or biography
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express opinions and support their own opinions
  • A–2.2 share emotions, feelings
  • a. explore the expression of strong emotions and feelings in a variety of informal situations; e.g., using role-play
A–3 to get things done
  • A–3.1 guide actions of others
  • a. give and follow a complex sequence of instructions; e.g., follow a series of steps to play a game
  • A–3.2 state personal actions
  • a. express personal expectations, hopes, plans and goals
  • A–3.3 manage group actions
  • a. contribute to group activities by clarifying task goals, negotiating roles and suggesting procedures
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. clarify misunderstandings
  • b. make suggestions to handle conflict situations
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore ideas presented in a variety of ways
  • A–5.2 gather and organize information
  • a. synthesize information from several sources
  • b. evaluate the usefulness and reliability of sources
  • A–5.3 solve problems
  • a. apply problem-solving skills acquired in one situation to other situations
  • A–5.4 explore opinions and values
  • a. understand the concept of perspective and examine differing perspectives on an issue
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to create simple humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (20-9Y)
General Outcome for Language Competence

Students will use Chinese effectively and competently.

LC–1 interpret and produce texts

* The outcomes in this program of studies require that the simplified version/form of Chinese characters be acquired by the students. However, given the reality of mixed usage, students will not be penalized for using traditional forms.

  • LC–1.1 phonology
  • a. produce the essential sounds, tones, rhythm and intonation patterns of the Chinese language, with rehearsal
  • b. identify and use tone changes (tone sandhi)
  • LC–1.2 orthography
  • a. recognize and correctly write simplified or traditional words used frequently
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • travel
    • customs and traditions
    • arts and literature
    • Canada and its resources
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,2 the following grammatical elements: ...
    • Expressions (Numerals): Percentages and Fractions
    • 数词: 分数表示法
    • − … 分之 …
    • − … 其中之…
    • Sentence Structures
    • 比较句型
    • Comparative Structures
    • 比较句型
    • − 越 来 越 + adjective; e.g., 天气越来越冷
    • − 越 + verb + 越 + adjective; e.g., 他的字越 写越漂亮
    • Pivotal Sentences
    • 兼语句
    • − subject + verb 1 (请/使/ 让/叫/令) + noun/ pronoun + verb 2 + object; e.g., 老师叫我发 作业。
    • Complex Sentence Structure for Emphasis
    • 表强调紧缩复句
    • − 非 … 不可; e.g., 要拿到 好成绩就非下苦功不 可。
    • Compound/Complex Sentence Patterns
    • 复句
    • − 既不 … 又/也不 …
    • − 无论 … 都 …
    • − 只有 … 才 …
    • − 除非 … 才 …

    2Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,3 the following grammatical elements: ...
    • Measure Words for Frequency
    • 动量词
    • − 次
    • − 遍
    • Adverbs
    • 副词
    • − 又、再
    • − 就/才
    • Structural Particle 地 Used After Adverbial
    • “地”用在状语后
    • − 地
    • Sentence Structures
    • 句型
    • − “要 … 了” indicates that an action is going to take place soon; e.g.,
      要回家了。
      快要下雨了。
    • Sentence with a Nominal/Adjective Predicate
    • 名词/形容词谓语句
    • − subject + nominal/adjective predicate; e.g., 今天星期三。
      交通很繁忙。
    • Passive Voice Structure
    • 被动语态
    • − subject + 被 + “doer” (person) + verb + complement; e.g., 牛奶被哥 哥喝光了。
    • − subject + 被 + verb + complement; e.g., 花瓶被打 破了。
    • Sequencing Patterns
    • 列举句型
    • − 首先 …, 其次 …, 最后 …
    • Sentence Pattern with Verbal Constructions in Series
    • 连动句
    • − subject + verb 1 + (object 1) + verb 2 + (object 2); e.g., 妈 妈去市场买菜。
    • Compound/Complex Sentence Patterns
    • 复句
    • − 如果 … 就 …
    • − 假如 … 就 …
    • − 一 … 就 …
    • − 除了 … 以外/之外 …
    • − 一边/面 …,一边/面 …

    3Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,4 the following grammatical elements: ...
    • Measure Words
    • 量词
    • − 座,台
    • Conjunctions to Indicate Choice
    • 选择关系连词
    • − 还是 in a question
    • − 或者 in a statement
    • Conjunctions to Indicate Transition
    • 连词
    • − 可是
    • − 但是
    • − 不过
    • Prepositions
    • 介词
    • − 自从
    • Use of 正在 to Indicate Progressive Aspect
    • 用“正在”表示动作的进 行
    • − 正在 + verb
    • Sentence Structures
    • 句型
    • Comparative Structures
    • 比较句型
    • − A 比B + adjective
    • − A 比B + adjective + 得多/一点
    • − A 不比B + adjective
    • “把” Structure
    • “把”字句
    • − (subject) +“把”+ object + verb + complement; e.g., 姐姐 把房间收拾干净。
    • Sentence Indicating Location for a Duration
    • 处所和时间的表示方法/ 存现句
    • − subject + 在 + place + verb + duration
    • Compound Sentence Patterns
    • 复句
    • − 不但 … 而且 …
    • − … 又 … 又 …
    • − 不是 … 就是 …
    • Complex Sentence Patterns
    • 复句
    • − 虽然 … 但是/可是 …
    • − 因为 … 所以 …

    4Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand the main points and some supporting details of lengthy oral texts on a variety of familiar topics in guided situations
  • LC–2.2 oral production
  • a. produce lengthy oral texts on familiar topics, providing some details to support the main points, in guided situations
  • LC–2.3 interactive fluency
  • a. sustain lengthy interactions comprehensibly, with pauses for planning and repair
LC–3 interpret and produce written and visual texts
  • LC–3.1 written interpretation
  • a. understand the main points and some supporting details of lengthy written texts on a variety of familiar topics, in guided situations
  • LC–3.2 written production
  • a. produce lengthy written texts on familiar topics, providing some details to support the main points
  • LC–3.3 viewing
  • a. identify the purposes, intended audiences, messages and points of view of a variety of visual media, in guided situations
  • LC–3.4 representing
  • a. communicate thoughts, ideas and feelings for specific purposes and audiences, through a variety of visual media, in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. identify differences in register between spoken and written texts
  • LC–4.2 idiomatic expressions
  • a. explore idiomatic expressions in contemporary popular culture
  • LC–4.3 variations in language
  • a. identify some common regional or other variations in language
  • LC–4.4 social conventions
  • a. interpret and use appropriate written forms of address in a variety of contexts
  • LC–4.5 nonverbal communication
  • a. use nonverbal communication techniques in a variety of contexts
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. use a variety of references within texts; e.g., pronouns, space and time references
  • LC–5.2 text forms
  • a. recognize a variety of text forms in a variety of media; e.g., short stories, films, plays, magazine articles
  • LC–5.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform complex transactions and interactions; e.g., suggestion–accept/decline– persuade/negotiate
Global Citizenship (20-9Y)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Chinese culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. analyze information about elements of Chinese culture
  • GC–1.2 knowledge of Chinese culture
  • a. explore and identify elements of Chinese culture; e.g., emblems and markers of national identity and their influence on contemporary ways of life and on cultural values
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of elements of Chinese culture to enhance interpersonal relations in familiar contexts and to interpret texts
  • GC–1.4 diversity within Chinese culture
  • a. apply knowledge of diverse elements of Chinese culture to enhance interpersonal relations in familiar contexts and to interpret texts; e.g., different social classes
  • GC–1.5 valuing Chinese culture
  • a. seek out opportunities to promote Chinese culture; e.g., participate in local cultural celebrations
GC–2 appreciating diversity
  • GC–2.1 awareness of own language(s)POS differences
  • a. analyze ways in which their own language(s) and Chinese are similar and different; e.g., text forms
  • GC–2.2 general language knowledge
  • a. explore factors that influence the status of languages
  • GC–2.3 awareness of own culture
  • a. explore ways in which their own culture and other cultures are similar and different
  • GC–2.4 general cultural knowledge
  • a. identify some of the ways that cultures evolve over time
  • GC–2.5 valuing diversity
  • a. recognize contributions to human understanding and well-being made by people from a variety of cultures
  • GC–2.6 intercultural skills
  • a. identify ethnocentric perspectives in a text or an event and explain their origins
GC–3 personal and career opportunities
  • GC–3.1 Chinese language and culture
  • a. explore careers in which knowledge of the Chinese language and culture can be applied
  • GC–3.2 cultural and linguistic diversity
  • a. explore careers in which knowledge of an additional language and intercultural skills can be applied
Strategies (20-9Y)
General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. select and use appropriate cognitive, metacognitive and social/affective strategies to enhance language learning in a variety of situations
S–2 language use
  • S–2.1 interactive, interpretive, productive
  • a. select and use appropriate interactive, interpretive and productive strategies to enhance language use in a variety of situations
S–3 general learning
  • S–3.1 cognitive, metacognitive, social/affective
  • a. select and use appropriate cognitive, metacognitive and social/affective strategies to enhance general learning in a variety of situations

Further examples of strategies are available in the Strategies Overview section.

30-9Y
Applications (30-9Y)
General Outcome for Applications

Students will use Chinese in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. explain factual information for a variety of audiences, using a variety of formats
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. exchange and compare opinions in a variety of situations
  • A–2.2 share emotions, feelings
  • a. analyze and discuss the expression of emotions and feelings in both formal and informal situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. persuade others in familiar situations
  • A–3.2 state personal actions
  • a. speculate on and predict their own future actions
  • A–3.3 manage group actions
  • a. take on a leadership role in executing small-group projects
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate and engage in a range of common formal social exchanges; e.g., interview
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. compare their own insights and understandings with those of their classmates
  • A–5.2 gather and organize information
  • a. organize information to demonstrate relationships of logic
  • A–5.3 solve problems
  • a. apply problem-solving skills to the resolution of real-life problems
  • A–5.4 explore opinions and values
  • a. explore underlying values in a variety of mass media
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to create humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (30-9Y)
General Outcome for Language Competence

Students will use Chinese effectively and competently.

LC–1 interpret and produce texts

* The outcomes in this program of studies require that the simplified version/form of Chinese characters be acquired by the students. However, given the reality of mixed usage, students will not be penalized for using traditional forms.

  • LC–1.1 phonology
  • a. produce the essential sounds, tones, rhythm and intonation patterns of the Chinese language, with rehearsal
  • b. use tone changes (tone sandhi) appropriately
  • LC–1.2 orthography
  • a. identify components of unfamiliar words/characters and write them down
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • future plans
    • career options
    • responsible citizenship
    • science and technology
    • Chinese history and culture
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,2 the following grammatical elements: ...
    • Uses of Common Complements of Direction: 起来,下去, 下来
    • 复合趋向补语: 起来,下去,下 来
    • − verb + 起来/下去/下来; e.g., 听完他说的笑话,大家都笑 起来。
      请你继续说下去。
      车子渐渐停下来了。
    • − adjective + 起来/下去/下来; e.g., 每年要到五月份,这里的天 气才会热起来。
      要是天气一直冷下去,我们就不能再在室外运动了。
      天色渐渐黑下来。
    • Use of 呢 ne to Indicate Progressive Aspect
    • 用“呢”表示动作的进行
    • − 正在 + verb + 呢; e.g., 他正在 看书呢。
    • − verb + 呢; e.g., 你昨天来电话 的时候,我在外边跑步呢。
    • Sentence Structures for Emphasis
    • 强调句型
    • − using interrogatives:
      • as general/indefinite pronouns; e.g., 云南省四季如春,哪里都是绿草如茵。
        刚出国读书的学生,什么时候都在想念家人。
      • in negative rhetorical sense; e.g., 谁知道刚走 出门,天就下起雨来 了。

    2Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,3 the following grammatical elements: ...
    • Expressions (Numerals): Percentages and Fractions
    • 数词: 分数表示法
    • − … 分之 …
    • − … 其中之…
    • Sentence Structures
    • 句型
    • Comparative Structures
    • 比较句型
    • − 越 来 越 + adjective; e.g., 天气越来越冷。
    • − 越 + verb + 越 + adjective; e.g., 他的字越写越漂亮。
    • Pivotal Sentences
    • 兼语句
    • − subject + verb 1 (请/使/ 让/叫/令) + noun/ pronoun + verb 2 + object; e.g., 老师叫我发作业。
    • Complex Sentence Structure for Emphasis
    • 表强调紧缩复句
    • − 非 … 不可; e.g., 要拿到 好成绩就非下苦功不可。
    • Sentence Structures
    • 句型
    • Compound/Complex Sentence Patterns
    • 复句
    • − 既不 … 又/也不 …
    • − 无论 … 都 …
    • − 只有 … 才 …
    • − 除非 … 才 …

    3Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,4 the following grammatical elements: ...
    • Measure Words for Frequency
    • 动量词
    • − 次
    • − 遍
    • Adverbs
    • 副词
    • − 又、再
    • − 就/才
    • Structural Particle 地Used After Adverbial
    • “地”用在状语后
    • − 地
    • Sentence Structures
    • 句型
    • − “要 … 了”indicates that an action is going to take place soon; e.g., 要回家了。
      快要下雨了。
    • Sentence with a Nominal/Adjective Predicate
    • 名词/形容词谓语句
    • − subject + nominal/adjective predicate; e.g., 今天星期三。
      交通很繁忙。
    • Passive Voice Structure
    • 被动语态
    • − subject + 被 + “doer” (person) + verb + complement; e.g., 牛奶被 哥哥喝光了。
    • − subject + 被 + verb + complement; e.g., 花瓶被 打破了。
    • Sequencing Patterns
    • 列举句型
    • − 首先 …, 其次 …, 最后 …
    • Sentence Pattern with Verbal Constructions in Series
    • 连动句
    • − subject + verb 1 + (object 1) + verb 2 + (object 2); e.g., 妈妈 去市场买菜。
    • Compound/Complex Sentence Patterns
    • 复句
    • − 如果 … 就 …
    • − 假如 … 就 …
    • − 一 … 就 …
    • − 除了 … 以外/之外 …
    • − 一边/面 …,一边/面 …

    4Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand a variety of oral texts in guided and unguided situations
  • LC–2.2 oral production
  • a. produce oral texts on a variety of familiar topics
  • LC–2.3 interactive fluency
  • a. converse, spontaneously, on familiar topics in a variety of situations
LC–3 interpret and produce written and visual texts
  • LC–3.1 written interpretation
  • a. understand the main points and some supporting details of lengthy written texts on familiar topics
  • LC–3.2 written production
  • a. produce lengthy written texts on a variety of familiar topics, providing some details to support the main points
  • LC–3.3 viewing
  • a. identify some of the techniques and conventions used in a variety of visual media, in guided and unguided situations
  • LC–3.4 representing
  • a. communicate thoughts, ideas and feelings for specific purposes and audiences, through a variety of visual media, in guided and unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. adjust language to suit audience and purpose in familiar situations
  • LC–4.2 idiomatic expressions
  • a. use familiar idiomatic expressions in a variety of contexts
  • LC–4.3 variations in language
  • a. accept variations in language
  • b. incorporate variations in their own language interactions
  • LC–4.4 social conventions
  • a. use key social conventions in a variety of contexts; e.g., interrupt politely in a conversation
  • LC–4.5 nonverbal communication
  • a. use nonverbal communication techniques in a variety of contexts
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. use appropriate words and phrases to show a variety of relationships within texts; e.g., 但是,除非,虽然
  • LC–5.2 text forms
  • a. understand how texts are organized for various purposes in different media
  • LC–5.3 patterns of social interaction
  • a. use a range of simple social interaction patterns flexibly to deal with transactions and interactions
Global Citizenship (30-9Y)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Chinese culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. evaluate sources of information on Chinese culture; e.g., the media
  • GC–1.2 knowledge of Chinese culture
  • a. identify and analyze some elements of Chinese culture; e.g., social and political institutions and their influence on contemporary ways of life and on cultural values
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of elements of Chinese culture to enhance interpersonal relations in a variety of contexts and to interpret texts; e.g., the meaning of culturally significant terms in authentic texts
  • GC–1.4 diversity within Chinese culture
  • a. apply knowledge of diverse elements of Chinese culture to enhance interpersonal relations in a variety of contexts and to interpret texts; e.g., the role of minorities
  • GC–1.5 valuing Chinese culture
  • a. seek out and use opportunities to enter into contact with individuals from a range of social groups within Chinese culture
  • b. appreciate and value the contributions of the Chinese culture
GC–2 appreciating diversity
  • GC–2.1 awareness of own language(s)POS difference
  • a. analyze various ways in which their own language(s) and Chinese are similar and different; e.g., grammatical structures, social conventions
  • GC–2.2 general language knowledge
  • a. demonstrate an understanding of the systematic nature of language
  • GC–2.3 awareness of own culture
  • a. analyze ways in which their own culture and other cultures are similar and different
  • GC–2.4 general cultural knowledge
  • a. identify some of the ways that individuals acquire their cultural identity/identities and participate in their society
  • GC–2.5 valuing diversity
  • a. recognize the intrinsic value of cultural and linguistic diversity for themselves and for the global society
  • GC–2.6 intercultural skills
  • a. view a situation from more than one perspective
  • b. identify and use a variety of strategies for enhancing interactions with people from a different culture
GC–3 personal and career opportunities
  • GC–3.1 Chinese language and culture
  • a. explore applications of the Chinese language and culture in the global workplace
  • GC–3.2 cultural and linguistic diversity
  • a. explore applications of language and culture learning in the global community
Strategies (30-9Y)
General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. use cognitive, metacognitive and social/affective strategies appropriately and effectively to enhance language learning
S–2 language use
  • S–2.1 interactive, interpretive, productive
  • a. use interactive, interpretive and productive strategies appropriately and effectively in a variety of situations to enhance language use
S–3 general learning
  • S–3.1 cognitive, metacognitive, social/affective
  • a. use cognitive, metacognitive and social/affective strategies appropriately and effectively to enhance general learning

Further examples of strategies are available in the Strategies Overview section.





Resources to support: