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Chinese Language & Culture (6-Year Program) Grade 7 - 12 (2005)

© Alberta Education, Canada 
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 Table of Contents   Program of Studies
Rationale & Philosophy 
  
Outcomes 
  
This program of studies is intended for students who are beginning their study of Chinese language and culture in Grade 7. The Chinese Language and Culture Six-year (6Y) Program, Grades 7-8-9, constitutes the first three years of the six-year program while 10-6Y, 20-6Y, 30-6Y constitute the last three years.

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.

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

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 Chinese-speaking world and bestows more opportunity to communicate directly with Chinese-speaking people. The learning of Chinese, as any other language, develops in individuals an awareness of and sensitivity to cultural and linguistic diversity. In addition to preserving cultural identity, it is also a means of cultural enrichment and is the best means of fostering understanding and respect among peoples and countries. Furthermore, it gives the opportunity to identify, question and challenge one’s 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. For some, it may contribute to developing and maintaining literacy.

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 more cognitive flexibility, greater divergent thinking, creativity and metalinguistic competence.

In today’s world, the 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.

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 of students who come to the class with some knowledge of Chinese and develop literacy skills in the language. This is also true for students who have no knowledge of Chinese and are learning it as a second or 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.

Modes of Communication

Because of the focus on using language to communicate in specific contexts, with a particular purpose or task in mind, three modes of communication are used to organize some of the specific outcomes.

Interaction is most often direct, face-to-face oral communication, but it can take the form of written communication between individuals, using a medium such as e-mail where the exchange of information is fairly immediate. It is characterized principally by the opportunity to negotiate meaning actively; that is, helping others understand and working to understand others. Interactive communication generally requires quicker processing but less accuracy than the other two modes.

Interpretation is receptive communication of oral and written messages in contexts where the listener or reader is not in direct contact with the creator of the message. While there is no opportunity to ask for clarification, there is sometimes the possibility of rereading or listening again, consulting references, or making the meaning clearer in other ways. Reading and listening will sometimes involve viewing and interpreting visual elements, such as illustrations in books or moving images in television and film. Interpretation goes beyond a literal comprehension to include an understanding of some of the unspoken or unwritten meaning intended by the speaker or author.

Production is communication of oral and written messages in contexts where the audience is not in personal contact with the speaker or writer, or in situations of one-to-many communication; e.g., a lecture or a performance where there is no opportunity for the listener to interact with the speaker. Oral and written presentations will sometimes be enhanced by representing the meaning visually, using pictures, diagrams, models, drama techniques or other nonverbal forms of communication. Greater knowledge of the language and culture is required to ensure that communication is successful, since the participants cannot directly negotiate meaning.

Lexical Fields

In grades 7, 8 and 9, and courses 10-6Y, 20-6Y and 30-6Y of the Chinese Language and Culture Six-year Program, students will be able to use words and expressions in a range of lexical fields, including:

Grade 7
(Six-year Program)		Grade 8
(Six-year Program)		Grade 9
(Six-year Program)
  • self
  • school
  • family
  • friends
  • holidays
  • any other lexical fields that meet their needs and interests
  • food
  • daily life
  • weather
  • clothing
  • hobbies
  • any other lexical fields that meet their needs and interests
  • leisure activities
  • dwellings
  • shopping
  • sports and exercise
  • social life
  • any other lexical fields that meet their needs and interests

Chinese Language
& Culture 10-6Y		Chinese Language
& Culture 20-6Y		Chinese Language
& Culture 30-6Y
  • travel
  • health and safety
  • community
  • work
  • curricular and extracurricular activities
  • any other lexical fields that meet their needs and interests
  • communications
  • land and people
  • entertainment
  • relationships
  • celebrations and traditions
  • any other lexical fields that meet their needs and interests
  • future plans
  • media
  • environmental awareness
  • popular culture
  • science and technology awareness
  • any other lexical fields that meet their needs and interests

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 program, 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 to pursue 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, which 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 grade/course 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 cluster of strands under the 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.

Language Competence Overview

Students will use Chinese effectively and competently.
Cluster:Strand:
LC-1 interpret and produce textsLC-1.1 aural comprehension
LC-1.2 reading comprehension
LC-1.3 visual interpretation
LC-1.4 oral production
LC-1.5 interactive fluency
LC-1.6 written production
LC-1.7 representing
LC-2 attend to formLC-2.1 phonology
LC-2.2 orthography
LC-2.3 lexicon
LC-2.4 grammatical elements
LC-3 apply knowledge of the sociocultural/sociolinguistic contextLC-3.1 register
LC-3.2 idiomatic expressions
LC-3.3 variations in language
LC-3.4 social conventions
LC-3.5 nonverbal communication
LC-4 apply knowledge of how discourse is organized, structured and sequencedLC-4.1 cohesion/coherence
LC-4.2 text forms
LC-4.3 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 four cluster headings—see the illustration 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 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.

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 knowledge of Chinese culture
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 affirming and valuing diversityGC-2.1 awareness of first language
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 illustration above. Under each of these headings there are several strands, each of which deals with a single aspect of intercultural competence.

Developing cultural knowledge and skills is a lifelong process. Knowledge of one’s own culture is acquired over a lifetime. Cultures change over time. 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 on 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 these new elements effectively and appropriately.

The "affirming 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 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 strategies. 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 at a particular grade/course level. Consequently, the specific outcomes describe the students’ knowledge of and ability to use general types of strategies. More specific strategies for each general category or type are included in the sample list of strategies below. The specific strategies provided in the sample list are not prescriptive but 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
Language Learning Strategies

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 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 own language
  • find information, using reference materials like dictionaries, textbooks and grammars
  • use available technological 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 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 to 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, reading and writing process
  • decide in advance to attend to specific aspects of input
  • listen or look for key words
  • evaluate own 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 own speech and writing to check for persistent errors
  • be aware of own strengths and weaknesses, identify own 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 own 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 own rewards when successful
Language Use Strategies

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 is anticipated to be heard 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 own 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 or 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 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 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

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 own efforts can affect learning
  • reflect upon own thinking processes and individual learning style
  • 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 own needs and interests
  • manage own physical working environment
  • keep a learning journal, such as a diary or a log
  • develop criteria for evaluating own work
  • work with others to monitor own learning
  • take responsibility for planning, monitoring and evaluating learning experiences

Social/Affective

  • watch others’ actions and copy them
  • seek help from others
  • follow own 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 own 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
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. share basic information; e.g., their own name
  • 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
  • A–2.2 share emotions, feelings
  • a. recognize expressions of 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 or commands
  • c. ask for permission
  • A–3.2 state personal actions
  • a. state simple personal actions
  • A–3.3 manage group actions
  • a. manage turn taking
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
  • c. introduce themselves
  • d. exchange some basic personal information
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. ask simple questions; e.g., 谁是你的老师？
    这是什么？
    你家有几口人？
  • 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. respond to the preferences, opinions and values of others; e.g., likes and dislikes
A–6 to pursue imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. identify words or situations that are personally humorous; e.g., mā 妈, má 麻, mă 马, mà 骂
  • A–6.2 creative/aesthetic purposes
  • a. experience creative/aesthetic uses of language
  • 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 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 aural comprehension
  • a. understand the meaning of simple spoken sentences, in guided situations
  • LC–1.2 reading comprehension
  • a. recognize some basic characters*
  • b. understand the meaning of simple written sentences, in guided situations
  • LC–1.3 visual interpretation
  • a. derive meaning from a variety of visuals and other forms of nonverbal communication, in guided situations
  • LC–1.4 oral production
  • a. produce, orally, simple words and phrases, and short, simple sentences, in guided situations
  • LC–1.5 interactive fluency
  • a. engage in simple interactions, using words and phrases
  • LC–1.6 written production
  • a. produce short, simple written phrases and sentences, in guided situations*
  • LC–1.7 representing
  • a. use visuals and other forms of nonverbal communication to express meaning in guided situations
LC–2 attend to form

* 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–2.1 phonology
  • a. distinguish and produce the sounds and tones of Chinese, using the Pinyin system, in modelled situations*
  • LC–2.2 orthography
  • a. recognize the elements of the Pinyin system
  • b. recognize the rules of basic stroke order of Chinese characters*
  • LC–2.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts within a variety of lexical fields, including:
    • self
    • school
    • family
    • friends
    • holidays
    • any other lexical fields that meet their needs and interests
  • LC–2.4 grammatical elements
  • a. recognize and use, in modelled situations,2 the following grammatical elements: ...
  • Sentence Pattern
  • 句型
  • - Subject + Verb + Object
  • - Subject + 很 + Adjective
  • - Subject + 是 + Noun
  • Interrogative Modal Particle 吗
  • 疑问语气助词
  • - 吗
  • Interrogative Words
  • 疑问词
  • - 谁
  • - 几
  • - 什么
  • - 哪
  • Measure Words
  • 量词
  • - 个，只，条
  • "的" Particle Used as Possessive Indicator
  • 助词 "的" 用于表示 "领有" 关系
  • Negation
  • 否定
  • - 不 + Adjective
  • - 不 + Verb
  • - 沒 有 + Noun
  • The Conjunction
  • 连词
  • - 和

    • 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–3 apply knowledge of the sociocultural/sociolinguistic context
  • LC–3.1 register
  • a. recognize the difference between some formal and informal situations; e.g., 几岁, 贵姓
  • LC–3.2 idiomatic expressions
  • a. imitate some age-appropriate idiomatic expressions
  • LC–3.3 variations in language
  • a. experience variations in language; e.g., regional, age-related
  • LC–3.4 social conventions
  • a. use basic social expressions appropriate to the classroom
  • LC–3.5 nonverbal communication
  • a. imitate and understand the meaning of some common nonverbal behaviours; e.g., hand gestures for counting
LC–4 apply knowledge of how discourse is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. follow and imitate speech that uses simple link words; e.g., 和
  • LC–4.2 text forms
  • a. experience a variety of oral text forms
  • b. recognize some simple oral text forms
  • LC–4.3 patterns of social interaction
  • a. respond using very simple social interaction patterns; e.g., question–answer, greeting–response
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 knowledge of Chinese culture
  • a. ask questions, in English, about elements of Chinese culture experienced in class; e.g., maps, pictures, posters
  • 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. observe and imitate practices that are common among Chinese people
  • 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 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. distinguish between elements of their first language and Chinese; e.g., identify sounds that have no equivalent in English
  • GC–2.2 general language knowledge
  • a. explore the variety of languages spoken by their classmates and members of their community
  • b. identify similarities among 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. recognize that culture is expressed through a variety of forms; e.g., behaviours, stories, food, clothing
  • GC–2.5 valuing diversity
  • a. work and interact with others who are different
  • GC–2.6 intercultural skills
  • a. adapt to new situations; e.g., hearing the Chinese language, seeing Chinese characters, listening to Chinese songs
GC–3 personal and career opportunities
  • GC–3.1 Chinese language and culture
  • a. suggest some reasons for learning Chinese
  • GC–3.2 cultural and linguistic diversity
  • a. explore reasons for learning languages and learning about world cultures
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. use simple cognitive strategies, with guidance, to enhance language learning; e.g., learn short rhymes or songs to practise new vocabulary or sentence patterns or to learn Pinyin, memorize stroke order and direction of strokes through repetition
  • S–1.2 metacognitive
  • a. use simple metacognitive strategies, with guidance, to enhance language learning; e.g., rehearse or role-play language
  • S–1.3 social/affective
  • a. use simple social and affective strategies, with guidance, to enhance language learning; e.g., work cooperatively with peers in small groups

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

S–2 language use
  • S–2.1 interactive
  • a. use simple interactive strategies, with guidance, to enhance language use; e.g., indicate lack of understanding verbally or nonverbally
  • S–2.2 interpretive
  • a. use simple interpretive strategies, with guidance, to enhance language use; e.g., make connections between texts on the one hand and prior knowledge and personal experience on the other, use illustrations to aid reading comprehension
  • S–2.3 productive
  • a. use simple productive strategies, with guidance, to enhance language use; e.g., copy what others say or write, use words that are visible in the immediate environment

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

S–3 general learning
  • S–3.1 cognitive
  • a. use simple cognitive strategies, with guidance, to enhance general learning; e.g., use models, classify objects and ideas according to their attributes
  • S–3.2 metacognitive
  • a. use simple metacognitive strategies, with guidance, to enhance general learning; e.g., reflect on learning tasks with the guidance of the teacher
  • S–3.3 social/affective
  • a. use simple social and affective strategies, with guidance, to enhance general learning; e.g., seek help from others

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

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. ask for and provide information
  • b. describe people, places and things
  • c. understand and respond to simple questions
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express simple thoughts and preferences
  • b. express a personal response to a variety of situations; e.g., 我喜欢/不喜欢
  • A–2.2 share emotions, feelings
  • a. express basic emotions and feelings
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make simple requests
  • b. suggest a course of action and respond to a suggestion
  • A–3.2 state personal actions
  • a. state and describe personal actions
  • b. inquire about and express ability and inability to do something; e.g.,
    甲：你会用筷子吗？
    乙：对，我会用，不过用 得不太好。
  • A–3.3 manage group actions
  • a. ask for help or clarification
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate relationships; e.g., invite others to participate
  • b. apologize
  • c. refuse politely
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. ask basic questions to gain knowledge
  • b. seek information
  • c. make and talk about personal observations
  • A–5.2 gather and organize information
  • a. gather information
  • b. sequence items in different ways
  • A–5.3 solve problems
  • a. recognize a problem
  • A–5.4 explore opinions and values
  • a. gather opinions
A–6 to pursue imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun; e.g., practise tongue twisters
  • A–6.2 creative/aesthetic purposes
  • a. participate in creative/aesthetic language activities
  • 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 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 aural comprehension
  • a. understand the meaning of short, simple oral texts, in guided situations
  • LC–1.2 reading comprehension
  • a. recognize basic characters*
  • b. understand the meaning of short, simple written texts, in guided situations
  • LC–1.3 visual interpretation
  • a. derive meaning from the visual elements of a variety of media, in guided situations
  • LC–1.4 oral production
  • a. produce short, simple oral texts, using familiar structures, in guided situations
  • LC–1.5 interactive fluency
  • a. engage in simple interactions, using simple sentences
  • LC–1.6 written production
  • a. produce short, simple written texts, using familiar structures*
  • LC–1.7 representing
  • a. use a variety of visuals and other forms of nonverbal communication to express meaning in guided situations
LC–2 attend to form

* 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–2.1 phonology
  • a. distinguish and produce the sounds and tones of Chinese, using the Pinyin system, in guided situations
  • b. use Pinyin to learn to pronounce new characters*
  • LC–2.2 orthography
  • a. apply the elements of the Pinyin system, with guidance
  • b. use basic mechanical features
  • c. apply general rules of stroke order to write new characters
  • d. recognize the existence of radicals in Chinese characters*
  • LC–2.3 lexicon
  • a. experiment with and use vocabulary and expressions in familiar contexts within a variety of lexical fields, including:
    • food
    • daily life
    • weather
    • clothing
    • hobbies
    • any other lexical fields that meet their needs and interests
  • LC–2.4 grammatical elements
  • a. recognize and use, in modelled situations,2 the following grammatical elements: ...
  • Sentence Pattern
  • 句型
  • - Time + Subject + Verb + Object
  • - Subject + Time + Verb + Object
  • Interrogative Forms
  • 提问的方式
  • - Question-word questions
  • 怎么，什么时候， 哪年，多少
  • - Affirmative–negative questions
  • - Adjective + 不 + Adjective
  • - Verb + 不 + Verb
  • The Structural Particle "的"
  • 结构助词"的"
  • - Adjective + 的 + Noun
  • Adverbs
  • 副词
  • - 也
  • - 都
  • "得" Particle Used After Verb to Introduce Complement
  • 助词 "得" 作补语标记
  • - e.g., 他跑得很快。

    • 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: ...
  • Sentence Pattern
  • 句型
  • - Subject + Verb + Object
  • - Subject + 很 + Adjective
  • - Subject + 是 + Noun
  • Interrogative Words
  • 疑问词
  • - 谁
  • - 什么
  • - 哪
  • Measure Words
  • 量词
  • - 条
  • "的" Particle Used as Possessive Indicator
  • 助词 "的" 用于表示 "领有" 关系
  • Negation
  • 否定
  • - 不 + Adjective
  • - 不 + Verb
  • - 沒 有 + Noun
  • The Conjunction
  • 连词
  • - 和

    • 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: ...
  • Interrogative Modal Particle 吗
  • 疑问语气助词
  • - 吗
  • Interrogative Word
  • 疑问词
  • - 几
  • Measure Words
  • 量词
  • - 个，只

    • 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–3 apply knowledge of the sociocultural/sociolinguistic context
  • LC–3.1 register
  • a. distinguish between formal and informal situations
  • b. recognize that some topics, words or intonations are inappropriate in certain contexts; e.g., 你, 您
  • LC–3.2 idiomatic expressions
  • a. understand and use simple idiomatic expressions as set phrases; e.g., 哪里, 哪里
  • LC–3.3 variations in language
  • a. acknowledge and accept individual differences in speech
  • LC–3.4 social conventions
  • a. use basic politeness conventions
  • b. use appropriate oral forms of address for people frequently encountered
  • LC–3.5 nonverbal communication
  • a. experiment with using some simple nonverbal means of communication; e.g., hand gestures for counting, thumbs up
  • b. recognize that some nonverbal behaviours may be inappropriate in certain contexts
LC–4 apply knowledge of how discourse is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. use simple link words, with guidance
  • LC–4.2 text forms
  • a. recognize some simple oral and print text forms; e.g., lists, letters, stories, songs
  • LC–4.3 patterns of social interaction
  • a. initiate interactions and respond using simple 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 knowledge of Chinese culture
  • a. make observations of Chinese culture; e.g., observe Chinese culture in the community
  • 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. 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 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. recognize similarities and differences between their first language 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 and differences between their own culture and Chinese culture; e.g., celebrations, foods, roles of family members
  • GC–2.4 general cultural knowledge
  • a. recognize that a variety of cultural practices are followed by their classmates and groups in their community
  • b. recognize that speakers of the same language may come from different cultural backgrounds
  • 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. recognize factors that contribute to intercultural communication; e.g., language, gestures, body language, perspectives
  • b. listen to the opinions of others
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 the Chinese language and culture
  • GC–3.2 cultural and linguistic diversity
  • a. identify reasons for learning 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. use a variety of simple cognitive strategies, with guidance, to enhance language learning; e.g., make personal dictionaries
  • S–1.2 metacognitive
  • a. use a variety of simple metacognitive strategies, with guidance, to enhance language learning; e.g., listen or look for key words
  • S–1.3 social/affective
  • a. use a variety of simple social and affective strategies, with guidance, to enhance language learning; e.g., seek the assistance of a friend to interpret a text

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

S–2 language use
  • S–2.1 interactive
  • a. use a variety of simple interactive strategies, with guidance, to enhance language use; e.g., ask for clarification or repetition when something is not understood
  • S–2.2 interpretive
  • a. use a variety of simple interpretive strategies, with guidance, to enhance language use; e.g., listen selectively based on purpose, make predictions about what is anticipated to be heard or read, attend to gestures, intonation and visual supports to aid comprehension
  • S–2.3 productive
  • a. use a variety of simple productive strategies, with guidance, to enhance language use; e.g., use illustrations to provide detail when producing their own texts

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

S–3 general learning
  • S–3.1 cognitive
  • a. use simple cognitive strategies to enhance general learning; e.g., connect what is already known with what is being learned
  • S–3.2 metacognitive
  • a. use simple metacognitive strategies to enhance general learning; e.g., decide in advance to attend to the learning task
  • S–3.3 social/affective
  • a. use simple social and affective strategies to enhance general learning; e.g., participate in cooperative group learning tasks

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

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. ask for and provide information on a range of familiar topics
  • b. describe people, places, things and a series 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; e.g., 我不 喜欢跑步，我喜欢游泳。
  • b. give simple reasons for thoughts and preferences; e.g., 我不要这个包，它太 贵了。
  • c. indicate degree of preference
  • A–2.2 share emotions, feelings
  • a. inquire about, express and respond to basic emotions and feelings; e.g., 怎么啦？
A–3 to get things done
  • A–3.1 guide actions of others
  • a. give and follow short sequences of instructions; e.g., 请关上窗。请翻到第 50 页。
  • A–3.2 state personal actions
  • a. express a desire to do something
  • A–3.3 manage group actions
  • a. suggest, initiate or direct action in group activities
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. talk about themselves
  • b. respond to others
  • c. make and break social engagements; e.g., 咱们去 游泳吧。不行，我能 去，我有事。
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. compare and contrast items in simple ways
  • b. compose simple questions to guide research
  • c. record observations
  • A–5.3 solve problems
  • a. identify a problem
  • b. choose between alternative solutions
  • A–5.4 explore opinions and values
  • a. gather and compare personal views and opinions
A–6 to pursue imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and humour; e.g., read simple rhymes
  • A–6.2 creative/aesthetic purposes
  • a. use the language for creative/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 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 aural comprehension
  • a. understand the meaning of short, simple oral texts, in a variety of guided situations
  • LC–1.2 reading comprehension
  • a. recognize and interpret some characters*
  • b. understand the meaning of a variety of short, simple written texts, in guided situations
  • LC–1.3 visual interpretation
  • a. derive meaning from the visual elements of a variety of media, in guided and unguided situations
  • LC–1.4 oral production
  • a. produce short, simple oral texts, using familiar structures, in a variety of guided situations
  • LC–1.5 interactive fluency
  • a. engage in simple interactions
  • LC–1.6 written production
  • a. produce a variety of short, simple written texts, using familiar structures, in guided situations*
  • LC–1.7 representing
  • a. express meaning through the use of visual elements in a variety of media, in guided and unguided situations
LC–2 attend to form

* 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–2.1 phonology
  • a. identify and reproduce critical sound distinctions that are important for meaning
  • b. use Pinyin independently to pronounce new characters*
  • LC–2.2 orthography
  • a. produce learned characters with reasonable accuracy
  • b. apply correct stroke order to writing characters
  • c. apply correct mechanical features
  • d. recognize some commonly used radicals*
  • LC–2.3 lexicon
  • a. use a range of vocabulary and expressions in familiar contexts within a variety of lexical fields, including:
    • leisure activities
    • dwellings
    • shopping
    • sports and exercise
    • social life
    • any other lexical fields that meet their needs and interests
  • LC–2.4 grammatical elements
  • a. recognize and use, in modelled situations,2 the following grammatical elements: ...
  • "在" in Various Situations
  • "在" 字的用法
  • - e.g., 他在看书。
    尺在桌子上面。
    我在书房做功课。
  • "了" in Various Situations
  • "了" 字的用法
  • - e.g., 好了,好了！
    你长高了。
    我吃饭了。
  • Conjunctions Indicating Transition
  • 转折连词
  • - 可是
  • - 但是
  • Negation: Uses of Adverb "沒"
  • 否定式："沒" 字的用法
  • - 沒 + Verb
  • Auxiliary Verb
  • 助动词/能愿动词
  • - 会（表示能力）
    e.g., 我会说中文。

    • 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: ...
  • Sentence Pattern
  • 句型
  • - Time + Subject + Verb + Object
  • - Subject + Time + Verb + Object
  • Interrogative Forms
  • 提问的方式
  • - Question-word questions
    怎么，什么时候，哪年，多少
  • - Affirmative–negative questions
  • - Adjective + 不 + Adjective
  • - Verb + 不 + Verb
  • The Structural Particle "的"
  • 结构助词"的"
  • - Adjective + 的 + Noun
  • Adverbs
  • 副词
  • - 也
  • - 都
  • "得" Particle Used After Verb to Introduce Complement
  • 助词 "得" 作补语标记
  • - e.g., 他跑得很快。

    • 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: ...
  • Sentence Pattern
  • 句型
  • - Subject + Verb + Object
  • - Subject + 很 + Adjective
  • - Subject + 是 + Noun
  • Interrogative Words
  • 疑问词
  • - 谁
  • - 什么
  • - 哪
  • Measure Words
  • 量词
  • - 条
  • "的" Particle Used as Possessive Indicator
  • 助词 "的" 用于表示 "领有" 关系
  • Negation
  • 否定式
  • - 不 + Adjective
  • - 不 + Verb
  • - 沒 有 + Noun
  • The Conjunction
  • 连词
  • - 和

    • 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–3 apply knowledge of the sociocultural/sociolinguistic context
  • LC–3.1 register
  • a. experiment with and use formal and informal language, with guidance; e.g., address people in formal situations using 先生, 小姐
  • LC–3.2 idiomatic expressions
  • a. use some idiomatic expressions as set phrases to enhance communication
  • LC–3.3 variations in language
  • a. experience a variety of accents, variations in speech and regional variations in language
  • LC–3.4 social conventions
  • a. recognize expressions that are appropriate in a specific situation
  • LC–3.5 nonverbal communication
  • a. recognize and use some appropriate nonverbal behaviours in a variety of familiar contexts; e.g., eye contact
LC–4 apply knowledge of how discourse is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. use common conventions to link sentences in short texts; e.g., use connective words and expressions such as 可是
  • b. sequence elements of a simple story, process or series of events
  • LC–4.2 text forms
  • a. recognize a variety of oral and print text forms; e.g., recipes, invitations, messages
  • b. use some simple text forms in their own productions; e.g., maps, questionnaires
  • LC–4.3 patterns of social interaction
  • a. initiate interactions and respond using some social interaction patterns, in guided situations
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 knowledge of Chinese culture
  • a. compare and make connections between some elements of Chinese culture and their own culture; e.g., clothing, music
  • GC–1.2 knowledge of Chinese culture
  • a. identify some things they have in common with Chinese people their own age
  • b. explore some elements of Chinese culture
  • GC–1.3 applying cultural knowledge
  • a. 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. express an interest in learning about Chinese people and Chinese culture
  • b. identify similarities between themselves and Chinese people
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. recognize similarities and differences between their first language and Chinese; e.g., different social conventions
  • GC–2.2 general language knowledge
  • a. recognize that within a linguistic group people from different regions may use differing pronunciation, vocabulary and structures
  • b. recognize that in any language there are different words for the same thing
  • GC–2.3 awareness of own culture
  • a. identify some essential similarities and differences between their own culture and Chinese culture
  • GC–2.4 general cultural knowledge
  • a. recognize some of the factors that affect the culture of a particular region
  • GC–2.5 valuing diversity
  • a. identify the limitations of adopting a single perspective
  • GC–2.6 intercultural skills
  • a. recognize that there are various ways of dealing with linguistically and culturally unfamiliar situations
GC–3 personal and career opportunities
  • GC–3.1 Chinese language and culture
  • a. identify some careers for which knowledge of Chinese is useful
  • b. identify some places that they could visit where Chinese is spoken
  • GC–3.2 cultural and linguistic diversity
  • a. identify contexts and situations where knowledge of languages and world cultures is an asset
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. identify and use a variety of cognitive strategies to enhance language learning; e.g., look for patterns and relationships, use previously acquired knowledge to facilitate a learning task
  • S–1.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance language learning; e.g., evaluate their own performance or comprehension at the end of a task
  • S–1.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance language learning; e.g., understand that making mistakes is a natural part of language learning, be willing to take risks and to try unfamiliar tasks and approaches

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

S–2 language use
  • S–2.1 interactive
  • a. identify and use a variety of interactive strategies to enhance language use; e.g., assess feedback from a conversation partner to recognize when a message has not been understood
  • S–2.2 interpretive
  • a. identify and use a variety of interpretive strategies to enhance language use; e.g., infer probable meanings of unknown words or expressions from contextual clues
  • S–2.3 productive
  • a. identify and use a variety of productive strategies to enhance language use; e.g., use knowledge of sentence patterns to form new sentences

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

S–3 general learning
  • S–3.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance general learning; e.g., record key words and concepts in abbreviated form (verbal, graphic or numerical) to assist with performance of a learning task
  • S–3.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance general learning; e.g., make a plan in advance about how to approach a task
  • S–3.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance general learning; e.g., be encouraged to try, even though mistakes might be made

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

10-6Y
Applications (10-6Y)
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 familiar topic; e.g., simple report
  • b. understand and use simple definitions and examples of concrete things
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express interest/lack of interest, approval/disapproval, agreement/disagreement, satisfaction/dissatisfaction
  • A–2.2 share emotions, feelings
  • a. inquire about and express emotions and feelings in a variety of familiar contexts
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to requests in informal situations; e.g., perform simple commercial transactions: 多少钱？ 太贵了！
  • A–3.2 state personal actions
  • a. state personal actions in the past, present and future
  • A–3.3 manage group actions
  • a. check for agreement and understanding
  • b. express disagreement in an appropriate way
  • c. express appreciation, enthusiasm and support for the contributions of others
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate and participate in casual exchanges with classmates
  • b. use routine means of interpersonal communications; e.g., telephone calls, personal notes, e-mail messages
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore and express meaning in a variety of ways; e.g., draw a diagram, make a model
  • A–5.2 gather and organize information
  • a. gather information on familiar topics from a variety of resources; e.g., print, human, multimedia
  • b. identify sources of information
  • A–5.3 solve problems
  • a. identify a problem, then propose solutions
  • A–5.4 explore opinions and values
  • a. express their own position and give reasons for their position
A–6 to pursue imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour at a simple level; e.g., interpret very simple humorous cartoons
  • 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; e.g., find a personal pen pal and exchange letters
Language Competence (10-6Y)
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 aural comprehension
  • a. understand the main point and some specific details of oral texts on familiar topics, in guided situations
  • LC–1.2 reading comprehension
  • a. understand the main point and some specific details of written texts on familiar topics, in guided situations
  • LC–1.3 visual interpretation
  • a. derive meaning from the visual elements of a variety of media, in unguided situations
  • LC–1.4 oral production
  • a. produce a variety of short, simple oral texts on familiar topics, in guided and unguided situations
  • LC–1.5 interactive fluency
  • a. engage in short interactions, with pauses for planning and repair
  • LC–1.6 written production
  • a. produce short, simple written texts, in guided and unguided situations*
  • LC–1.7 representing
  • a. express meaning through the use of multiple visual elements in a variety of media, in guided situations
LC–2 attend to form

* 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–2.1 phonology
  • a. produce the essential sounds and tones of Chinese, using the Pinyin system
  • b. use Pinyin to pronounce new characters consistently*
  • LC–2.2 orthography
  • a. recognize the most commonly used radicals of Chinese characters*
  • b. apply correct stroke order to write characters consistently*
  • LC–2.3 lexicon
  • a. use a range of vocabulary and expressions in familiar contexts within a variety of lexical fields, including:
    • travel
    • health and safety
    • community
    • work
    • curricular and extracurricular activities
    • any other lexical fields that meet their needs and interests
  • LC–2.4 grammatical elements
  • a. recognize and use, in modelled situations,2 the following grammatical elements: ...
  • Sentence Pattern
  • 句型
  • - Time + Subject + Place + Verb + (Object)
  • - Subject + Time + Place + (Object)
  • - (Time) + Subject + (Place) + Verb + Duration + Object
  • Bound Expressions (Correlatives)
  • 关联词语
  • - 在/当…的时候…
  • - 不但…而且…
  • - 又…又…
  • - 一…就…
  • - 要是…就…
  • - 虽然…可是…
  • Comparative Structures
  • 比较结构
  • - A 比 B…
  • - 更
  • - 最
  • Auxiliary Verbs
  • 助动词/能愿动词
  • - 会（表示可能性）
  • - 可以
  • - 能
  • Expression of Choice
  • 表示 "选择"
  • - 或者 in a statement
  • - 还是 in a question
  • Adverbs
  • 副词
  • - 又
  • - 再

    • 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: ...
  • "在" in Various Situations
  • "在" 字的用法
  • - e.g., 他在看书。
    尺在桌子上面。
    我在书房做功课。
  • "了" in Various Situations
  • "了" 字的用法
  • - e.g., 好了，好了！
    你长高了。
    我吃饭了。
  • Conjunctions Indicating Transition
  • 转折连词
  • - 可是
  • - 但是
  • Negation: Uses of Adverb "沒"
  • 否定式："沒" 字的用法
  • - 沒 + Verb
  • Auxiliary Verbs
  • 助动词/能愿动词
  • - 会（表示能力）
    e.g., 我会说中文。

    • 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: ...
  • Sentence Pattern
  • 句型
  • - Time + Subject + Verb + Object
  • - Subject + Time + Verb + Object
  • Interrogative Forms
  • 提问的方式
  • - 吗 questions
  • - Question-word questions
    怎么，什么时候，
    哪年，多少
  • - Affirmative–negative questions
  • - Adjective + 不 + Adjective
  • - Verb + 不 + Verb
  • The Structural Particle "的"
  • 结构助词"的"
  • - Adjective + 的 + Noun
  • Adverbs
  • 副词
  • - 也
  • - 都
  • "得" Particle Used After Verb to Introduce Complement
  • 助语 "得" 作补语标记
  • - e.g., 他跑得很快。

    • 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–3 apply knowledge of the sociocultural/sociolinguistic context
  • LC–3.1 register
  • a. identify socially appropriate language in specific situations; e.g., 叔叔, 阿姨
  • b. explore formal and informal uses of language in a variety of contexts
  • LC–3.2 idiomatic expressions
  • a. use learned idiomatic expressions in new contexts to enhance communication
  • LC–3.3 variations in language
  • a. be aware of some common regional variations in language
  • LC–3.4 social conventions
  • a. explore and use learned social conventions
  • LC–3.5 nonverbal communication
  • a. use appropriate nonverbal behaviours in a variety of familiar contexts
LC–4 apply knowledge of how discourse is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. organize texts using common patterns; e.g., cause and effect, straightforward time sequencing
  • b. interpret simple references within texts; e.g., pronouns, demonstratives
  • LC–4.2 text forms
  • a. explore, understand and use various text forms delivered through a variety of media, in guided situations
  • LC–4.3 patterns of social interaction
  • a. initiate and respond to interpersonal communication patterns, in guided situations; e.g., social invitations, ordering food in a restaurant
Global Citizenship (10-6Y)
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 knowledge of Chinese culture
  • a. explore and identify some social aspects of Chinese life; e.g., festivals, sports, communities
  • b. understand behaviours that are different from their own; e.g., use of public transportation, involvement in part-time jobs
  • 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 their interactions with Chinese people and to interpret cultural behaviour that is different from their own
  • GC–1.4 diversity within Chinese culture
  • a. apply knowledge of diverse elements of Chinese culture
  • GC–1.5 valuing Chinese culture
  • a. choose to participate in and contribute to activities and experiences that reflect Chinese culture
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. identify some words in their first language that have been borrowed from other languages; e.g., tofu, kung fu, kindergarten
  • b. compare oral and written aspects of their first language and Chinese
  • 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 cultural identity; e.g., parental and societal expectations
  • 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. seek knowledge about other languages and cultures
  • b. recognize and acknowledge different perspectives
  • 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. identify aspects of Chinese music, arts and crafts that are of personal interest
  • b. identify some careers and other opportunities that use knowledge of the Chinese language
  • GC–3.2 cultural and linguistic diversity
  • a. identify situations in which knowledge of languages and intercultural skills can be applied
  • b. identify some careers in which knowledge of languages and world cultures would be an asset
Strategies (10-6Y) 
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 cognitive strategies to enhance language learning; e.g., associate new words or expressions with familiar ones, either in Chinese or in their own language
  • S–1.2 metacognitive
  • a. select and use metacognitive strategies to enhance language learning; e.g., evaluate their own performance or comprehension at the end of a task
  • S–1.3 social/affective
  • a. select and use social and affective strategies to enhance language learning; e.g., use self-talk to feel competent to do the task

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

S–2 language use
  • S–2.1 interactive
  • a. select and use interactive strategies to enhance language use; e.g., start again, using a different tactic, when communication breaks down
  • S–2.2 interpretive
  • a. select and use interpretive strategies to enhance language use; e.g., prepare questions or a guide to note down information found in a text
  • S–2.3 productive
  • a. select and use productive strategies to enhance language use; e.g., use resources to increase vocabulary or other language structures

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

S–3 general learning
  • S–3.1 cognitive
  • a. select and use cognitive strategies to enhance general learning; e.g., use mental images to remember new information
  • S–3.2 metacognitive
  • a. select and use metacognitive strategies to enhance general learning; e.g., divide an overall learning task into a number of subtasks
  • S–3.3 social/affective
  • a. select and use social and affective strategies to enhance general learning; e.g., use support strategies to help peers persevere at learning tasks

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

20-6Y
Applications (20-6Y)
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 oral or written text
  • b. describe a sequence of events
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express probability and certainty
  • b. express and support simple opinions
  • A–2.2 share emotions, feelings
  • a. inquire about and express emotions and feelings in a variety of contexts
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to simple requests in various situations; e.g., at the library: 请你替我找一下那 本书。
  • A–3.2 state personal actions
  • a. accept and decline invitations; e.g.,
    甲： 来我家吃饭吧 。
    乙： 好的，谢谢!
  • A–3.3 manage group actions
  • a. paraphrase and clarify another group member’s contribution
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. give and respond to compliments
  • b. make excuses
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore and express the meaning of what they are doing; e.g., identify what they will learn from a particular activity
  • A–5.2 gather and organize information
  • a. gather information from a variety of sources
  • b. organize and manipulate information
  • A–5.3 solve problems
  • a. describe and analyze a problem, then propose solutions
  • A–5.4 explore opinions and values
  • a. express their own position, with supporting reasons, on a variety of topics
A–6 to pursue imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour; e.g., learn and perform songs, solve simple riddles
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., create and perform a skit
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., use the Internet to explore Chinese culture
Language Competence (20-6Y)
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 aural comprehension
  • a. understand the main point and specific details of oral texts on familiar topics, in guided situations
  • LC–1.2 reading comprehension
  • a. understand the main point and specific details of written texts on familiar topics, in guided situations
  • LC–1.3 visual interpretation
  • a. derive meaning from multiple visual elements in a variety of media, in guided situations
  • LC–1.4 oral production
  • a. produce a variety of short, simple oral texts, in guided and unguided situations
  • LC–1.5 interactive fluency
  • a. manage short interactions with ease, with pauses for planning and repair
  • LC–1.6 written production
  • a. produce a variety of short, simple written texts, in guided and unguided situations*
  • LC–1.7 representing
  • a. express meaning through the use of multiple visual elements in a variety of media, in guided and unguided situations
LC–2 attend to form

* 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–2.1 phonology
  • a. produce the essential sounds and tones of Chinese consistently, using the Pinyin system
  • b. use Pinyin to pronounce new characters consistently*
  • LC–2.2 orthography
  • a. apply rules of radicals consistently to learn new characters*
  • LC–2.3 lexicon
  • a. use a range of vocabulary and expressions in familiar contexts within a variety of lexical fields, including:
    • communications
    • land and people
    • entertainment
    • relationships
    • celebrations and traditions
    • any other lexical fields that meet their needs and interests
  • LC–2.4 grammatical elements
  • a. recognize and use, in modelled situations,2 the following grammatical elements: ...
  • Bound Expressions (Correlatives)
  • 关联词语
  • - 除了…以外/之外…
  • - 一边/面…一边/面…
  • - 不是…就是…
  • - 如果…就…
  • - 假如…就…
  • - 以为…其实…
  • - 只要…就…
  • Common Measure Words for Actions
  • 动量词
  • - 次
  • - 趟
  • - 回
  • Measure Words for Common Nouns
  • 名量词
  • - 本，张，把，位，件
  • Percentage and Fractional Expressions
  • 百分数和分数的表达
  • - …分之…
  • - 其中之…
  • Passive Voice
  • 被动语态
  • - 被
  • - 让
  • - 叫
  • - 给
  • The Adverbial Mark
  • 状语的标记
  • - 地
  • The Difference Between "了" and "过"
  • "了" 字和 "过" 字的不同用法

    • 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: ...
  • Sentence Pattern
  • 句型
  • - Time + Subject + Place + Verb + (Object)
  • - Subject + Time + Place + (Object)
  • - (Time) + Subject + (Place) + Verb + Duration + Object
  • Bound Expressions (Correlatives)
  • 关联词语
  • - 在/当…的时候…
  • - 不但…而且…
  • - 又…又…
  • - 一…就…
  • - 要是…就…
  • - 虽然…可是…
  • Comparative Structures
  • 比较结构
  • - A 比 B…
  • - 更
  • - 最
  • Auxiliary Verbs
  • 助动词/能愿动词
  • - 会（表示可能性）
  • - 可以
  • - 能
  • Expression of Choice
  • 表示 "选择"
  • - 或者 in a statement
  • - 还是 in a question
  • Adverbs
  • 副词
  • - 又
  • - 再

    • 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: ...
  • "在" in Various Situations
  • "在" 字的用法
  • - e.g., 他在看书。
    尺在桌子上面。
    我在书房做功课。
  • "了" in Various Situations
  • "了" 字的用法
  • - 好了，好了！
    你长高了。
    我吃饭了。
  • Conjunctions Indicating Transition
  • 转折连词
  • - 可是
  • - 但是
  • Negation: Uses of Adverb "沒"
  • 否定式："沒" 字的用法
  • - 沒 + Verb
  • Auxiliary Verbs
  • 助动词/能愿动词
  • - 会（表示能力）
    e.g., 我会说中文。

    • 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–3 apply knowledge of the sociocultural/sociolinguistic context
  • LC–3.1 register
  • a. use suitable, simple formal language in a variety of contexts
  • LC–3.2 idiomatic expressions
  • a. apply learned idiomatic expressions appropriately, in guided situations
  • LC–3.3 variations in language
  • a. be aware of some influences on language resulting in variation
  • LC–3.4 social conventions
  • a. interpret and use basic social conventions in interactions
  • LC–3.5 nonverbal communication
  • a. explore and identify variations in nonverbal communication; e.g., gestures
LC–4 apply knowledge of how discourse is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. use a variety of conventions to structure texts; e.g., titles, paragraphs, letter forms
  • LC–4.2 text forms
  • a. use familiar text forms in their own productions; e.g., recipes, comic strips, letters, articles
  • LC–4.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform some interactions and transactions; e.g., invitation–accept/decline–explanation
Global Citizenship (20-6Y)
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 knowledge of Chinese culture
  • a. identify and use a variety of sources of information to find out 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. analyze assumptions about Chinese culture
  • GC–1.4 diversity within Chinese culture
  • a. identify different perspectives on diverse elements of Chinese culture
  • GC–1.5 valuing Chinese culture
  • a. examine their own perception of the Chinese language, culture and people
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. identify some regional variations in their first language
  • b. identify aspects of their own personal style in their use of language
  • GC–2.2 general language knowledge
  • a. explore how and why languages borrow from one another
  • GC–2.3 awareness of own culture
  • a. identify some of the past and present relationships between Chinese-speaking regions and Canada; e.g., immigration, trade, economics
  • 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. 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. demonstrate awareness of opportunities for further studies or careers related to Chinese
  • b. explore personal reasons for learning Chinese
  • GC–3.2 cultural and linguistic diversity
  • a. explore personal reasons for learning languages and learning about world cultures
Strategies (20-6Y)
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; e.g., find information, using reference materials
  • S–1.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance language learning; e.g., monitor their own speech and writing to check for persistent errors, be aware of their own strengths and weaknesses, identify their own needs and goals, and organize strategies and procedures accordingly
  • S–1.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance language learning; e.g., experiment with various forms of expression, and note their acceptance or nonacceptance by more experienced speakers

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

S–2 language use
  • S–2.1 interactive
  • a. select and use a variety of interactive strategies to enhance language use; e.g., use a range of fillers, hesitation and slowing devices, and gambits to sustain conversations, use circumlocution to compensate for lack of vocabulary
  • S–2.2 interpretive
  • a. select and use a variety of interpretive strategies to enhance language use; e.g., use key content words or discourse markers to follow an extended text
  • S–2.3 productive
  • a. select and use a variety of productive strategies to enhance language use; e.g., take notes when reading or listening to assist in producing their own text

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

S–3 general learning
  • S–3.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance general learning; e.g., formulate key questions to guide research
  • S–3.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance general learning; e.g., reflect upon their own thinking processes and their individual learning style
  • S–3.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance general learning; e.g., monitor their own level of anxiety about learning tasks, and take measures to lower it if necessary

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

30-6Y
Applications (30-6Y)
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 detailed information on a variety of topics; e.g., biography
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express opinions
  • b. support their own opinions with some details
  • A–2.2 share emotions, feelings
  • a. express emotions and feelings in formal situations; e.g., make a complaint in a store or restaurant
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to requests in a variety of situations
  • A–3.2 state personal actions
  • a. express possibility in relation to their own actions
  • A–3.3 manage group actions
  • a. express agreement/disagreement and give reasons
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. offer and respond to congratulations
  • b. express regret
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. compare their understandings with those of classmates
  • A–5.2 gather and organize information
  • a. identify key ideas
  • b. summarize information
  • A–5.3 solve problems
  • a. generate and evaluate alternative solutions to problems
  • A–5.4 explore opinions and values
  • a. express opinions and values related to specific situations
A–6 to pursue imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour in a variety of situations
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes in a variety of situations
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., keep a personal journal
Language Competence (30-6Y)
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 aural comprehension
  • a. understand the main point and specific details of oral texts on familiar topics
  • LC–1.2 reading comprehension
  • a. understand the main point and specific details of written texts on familiar topics
  • LC–1.3 visual interpretation
  • a. derive meaning from multiple visual elements in a variety of media, in guided and unguided situations
  • LC–1.4 oral production
  • a. produce oral texts on familiar topics independently
  • LC–1.5 interactive fluency
  • a. manage simple, routine interactions with ease
  • LC–1.6 written production
  • a. produce short written texts on familiar topics*
  • LC–1.7 representing
  • a. explore a variety of ways that meaning can be expressed through the visual elements of a variety of media, in guided and unguided situations
LC–2 attend to form

* 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–2.1 phonology
  • a. produce the sounds and tones of Chinese consistently, using the Pinyin system
  • b. use Pinyin to pronounce new characters consistently and accurately with the help of dictionaries*
  • LC–2.2 orthography
  • a. apply rules of radicals consistently to increase vocabulary*
  • LC–2.3 lexicon
  • a. use a range of vocabulary and expressions in familiar contexts within a variety of lexical fields, including:
    • future plans
    • media
    • environmental awareness
    • popular culture
    • science and technology awareness
    • any other lexical fields that meet their needs and interests
  • LC–2.4 grammatical elements
  • a. recognize and use, in modelled situations,2 the following grammatical elements: ...
  • Bound Expressions (Correlatives)
  • 关联词语
  • - 既不…又/也不…
  • - 既然…就…
  • - 因为…所以…
  • - 无论…都…
  • - 不论… 都…
  • - 越…越…
  • Pivotal Sentence
  • 兼语句
  • - Subject1 + 使/让/叫/令 + Subject2 + Verb/Adjective
  • - e.g., 妈妈让我去买菜。
  • The "把" Structure
  • "把" 字句
  • - Subject + 把 + Object + Verb + Complement
    e.g., 姐姐把房间收拾干净。
  • The Use of "才" and "就"
  • "才" 字和 "就" 字的用法
  • Negation: Uses of "别"
  • 否定式："别" 字的用法

    • 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: ...
  • Bound Expressions (Correlatives)
  • 关联词语
  • - 除了…以外/之外…
  • - 一边/面…一边/面…
  • - 不是…就是…
  • - 假如…就…
  • - 不是…就是…
  • - 以为…其实…
  • - 只要…就…
  • Common Measure Words for Actions
  • 动量词
  • - 次
  • - 趟
  • - 回
  • Measure Words for Common Nouns
  • 名量词
  • - 本，张，把，位，件
  • Percentage and Fractional Expressions
  • 百分数和分数的表达
  • - …分之…
  • - 其中之…
  • Passive Voice
  • 被动语态
  • - 被
  • - 让
  • - 叫
  • - 给
  • The Adverbial Mark
  • 状语的标记
  • - 地
  • The Difference Between "了" and "过"
  • "了" 字和 "过" 字的不同用法

    • 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: ...
  • Sentence Pattern
  • 句型
  • - Time + Subject + Place + Verb + (Object)
  • - Subject + Time + Place + (Object)
  • - (Time) + Subject + (Place) + Verb + Duration + Object
  • Bound Expressions (Correlatives)
  • 关联词语
  • - 在/当…的时候…
  • - 不但…而且…
  • - 又…又…
  • - 一…就…
  • - 要是…就…
  • - 虽然…可是…
  • Comparative Structures
  • 比较结构
  • - A 比 B…
  • - 更
  • - 最
  • Auxiliary Verbs
  • 助动词/能愿动词
  • - 会（表示可能性）
  • - 可以
  • - 能
  • Expression of Choice
  • 表示 "选择"
  • - 或者 in a statement
  • - 还是 in a question
  • Adverbs
  • 副词
  • - 又
  • - 再

    • 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–3 apply knowledge of the sociocultural/sociolinguistic context
  • LC–3.1 register
  • a. use the appropriate level of formality to suit the situation and purpose in familiar contexts
  • LC–3.2 idiomatic expressions
  • a. explore the literal meanings of some common idioms
  • LC–3.3 variations in language
  • a. explore some influences on language resulting in variation; e.g., age, geographical region
  • LC–3.4 social conventions
  • a. interpret and use some important social conventions in interactions
  • LC–3.5 nonverbal communication
  • a. interpret and use a variety of forms of nonverbal communication
LC–4 apply knowledge of how discourse is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. interpret texts that use patterns involving time or chronological sequencing
  • LC–4.2 text forms
  • a. use a variety of familiar text forms and media in their own productions; e.g., brochures, advertisements, reports, stories
  • LC–4.3 patterns of social interaction
  • a. use a variety of interpersonal communication patterns; e.g., request goods/services, complain
Global Citizenship (30-6Y)
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 knowledge of Chinese culture
  • 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 some elements of Chinese culture; e.g., cultural values, attitudes and interests of Chinese people
  • 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
  • GC–1.5 valuing Chinese culture
  • a. seek out and use opportunities to initiate contact with members of the Chinese culture; e.g., in the community, via technology
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. identify ways in which Chinese and their first language are similar and ways in which they are different
  • GC–2.2 general language knowledge
  • a. recognize that languages evolve/change over time and explore reasons for this change
  • GC–2.3 awareness of own culture
  • a. identify ethnocentric elements in Canadian and Chinese texts
  • GC–2.4 general cultural knowledge
  • a. explore ways in which individuals acquire a cultural identity
  • b. explore 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. identify and use a variety of strategies to enhance relations with people from different cultures
GC–3 personal and career opportunities
  • GC–3.1 Chinese language and culture
  • a. identify aspects of Chinese civilization that are of personal interest; e.g., history, literature
  • b. explore opportunities for further studies, careers, personal enjoyment or personal growth related to the Chinese language and culture
  • GC–3.2 cultural and linguistic diversity
  • a. explore opportunities for further studies, careers, personal enjoyment and personal growth related to other languages and cultures
Strategies (30-6Y)
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 appropriate cognitive strategies to enhance language learning in a variety of situations; e.g., use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • S–1.2 metacognitive
  • a. select and use appropriate metacognitive strategies to enhance language learning in a variety of situations; e.g., 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
  • S–1.3 social/affective
  • a. select and use appropriate social and affective strategies to enhance language learning in a variety of situations; e.g., repeat new words and expressions occurring in own conversations, and make use of these new words and expressions as soon as appropriate

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

S–2 language use
  • S–2.1 interactive
  • a. select and use appropriate interactive strategies in a variety of situations to enhance language use; e.g., repeat part of what someone has said to confirm mutual understanding, self-correct if errors lead to misunderstanding
  • S–2.2 interpretive
  • a. select and use appropriate interpretive strategies in a variety of situations to enhance language use; e.g., reread several times to understand complex ideas
  • S–2.3 productive
  • a. select and use appropriate productive strategies in a variety of situations to enhance language use; e.g., use a variety of resources to correct texts

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

S–3 general learning
  • S–3.1 cognitive
  • a. select and use appropriate cognitive strategies to enhance general learning in a variety of situations; e.g., seek information through a network of sources, including libraries, the Internet, individuals and agencies
  • S–3.2 metacognitive
  • a. select and use appropriate metacognitive strategies to enhance general learning in a variety of situations; e.g., work with others to monitor their own learning
  • S–3.3 social/affective
  • a. select and use appropriate social and affective strategies to enhance general learning in a variety of situations; e.g., be willing to take risks and to try unfamiliar tasks and approaches

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





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