1. Saskatchewan
Education
Mandarin 10, 20, 30
A Curriculum Guide
for International Languages
September 2001

2. Mandarin 10, 20, 30
A Curriculum Guide
For International Languages
September 2001
Prepared by
Social Sciences Unit
Curriculum and Instruction Branch
Saskatchewan Education

3. Table of Contents
Introduction ............................................................................................................................. 1
Rationale for Learning an International Language................................................................ 3
The Rationale for Learning Mandarin Chinese ..................................................................... 3
About Mandarin Chinese ...................................................................................................... 4
Aim ....................................................................................................................................... 4
Goals .................................................................................................................................... 4
Core Curriculum ................................................................................................................... 4
Common Essential Learnings .......................................................................................... 5
Adaptive Dimension ......................................................................................................... 7
Supporting Initiatives within Core Curriculum................................................................... 7
The Mandarin Program......................................................................................................... 9
Foundational Objectives .................................................................................................. 9
Specific Learning Outcomes.......................................................................................... 11
Effective Language Learning......................................................................................... 26
Instructional Approaches and Methods.............................................................................. 29
The Communicative-Experiential Approach........................................................................ 31
Instructional Methods ......................................................................................................... 33
Brainstorming ................................................................................................................. 34
Cooperative Learning ..................................................................................................... 34
Role Play or Drama ........................................................................................................ 34
Interactive Tasks ............................................................................................................ 34
Language Experience Approach .................................................................................... 34
Journal Writing ............................................................................................................... 35
Surveys .......................................................................................................................... 35
Language-rich Environment ........................................................................................... 35
Research Projects .......................................................................................................... 35
Computer-Assisted Learning.......................................................................................... 35
Grammatical Problem-Solving........................................................................................ 36
Graphic Organizers ........................................................................................................ 36
Concept Mapping or Webbing ........................................................................................ 36
Assessment and Evaluation ................................................................................................ 39
Types of Evaluation ............................................................................................................ 41
Diagnostic Evaluation..................................................................................................... 41
Formative Evaluation...................................................................................................... 41
Summative Evaluation.................................................................................................... 41
Guiding Principles for Student Evaluation .......................................................................... 41
The Evaluation Process...................................................................................................... 42
Preparation Phase.......................................................................................................... 42
Assessment Phase......................................................................................................... 42
Evaluation Phase ........................................................................................................... 42
Reflection Phase ............................................................................................................ 42
The Final Grade ............................................................................................................. 42
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4. Assessment and Evaluation Techniques............................................................................ 42
Observation Checklists and Rating Scales..................................................................... 43
Sample Assessment Techniques ................................................................................... 45
Program Evaluation........................................................................................................ 49
Teacher Self-Evaluation ................................................................................................. 49
Course Overview................................................................................................................... 51
Scope and Sequence ......................................................................................................... 53
Planning.............................................................................................................................. 54
Task-based Syllabus ...................................................................................................... 54
Criteria for Judging the Difficulty of Tasks ...................................................................... 54
How to Design a Task .................................................................................................... 54
Global Task List.............................................................................................................. 55
Grammar Checklist......................................................................................................... 56
Steps for Unit Planning................................................................................................... 58
Unit Planning Template .................................................................................................. 59
Units and Sample Units........................................................................................................ 61
Mandarin 10........................................................................................................................... 63
Unit 10.1 – Make a Family Tree.......................................................................................... 66
Unit 10.2 – Do a Role-Play about Visiting the Doctor ......................................................... 72
Unit 10.3 – Make a Chinese Calendar................................................................................ 77
Unit 10.4 – Produce a Weather Forecast ........................................................................... 82
Unit 10.5 – Plan and Carry Out a Field Trip to a Local Chinese Restaurant....................... 91
Unit 10.6 – Research a Famous Athlete ............................................................................. 96
Unit 10.7 – Celebrate Lantern Festival and Make Lanterns.............................................. 101
Mandarin 20......................................................................................................................... 107
Unit 20.1 – Create a Family Web Page ............................................................................ 110
Unit 20.2 – Write and Present a Biographical Profile of a Classmate ............................... 116
Unit 20.3 – Learn Chinese Calligraphy ............................................................................. 121
Unit 20.4 – Role Play a Variety of Travel Situations ......................................................... 127
Unit 20.5 – Design a Fire Escape Plan for a School......................................................... 133
Unit 20.6 – Create a Catalogue of Favourite Clothing ...................................................... 139
Unit 20.7 – Create Promotional Materials for Community Activity (Sample Unit).............. 144
Mandarin 30......................................................................................................................... 153
Unit 30.1 – Role Play a Job Interview (A Sample Unit)..................................................... 156
Unit 30.2 – Write a Letter to the Editor on Global Warming .............................................. 167
Unit 30.3 – Make a Map of a Specific Region in China..................................................... 172
Unit 30.4 – Plan a Trip to China (Mainland China, Hong Kong or Taiwan)....................... 178
Unit 30.5 – Create an Illustrated Book.............................................................................. 183
Unit 30.6 – Make a Video of Family Relationships Involving a Problem-Solving Situation187
Unit 30.7 – A Debate on Pros and Cons of Shopping on the Internet............................... 192
Unit 30.8 – Chinese Poem Recitation............................................................................... 198
References .......................................................................................................................... 203
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5. Acknowledgements
Saskatchewan Education wishes to acknowledge the professional contribution of the following
individuals to the development of the curricula and support materials for Mandarin 10, 20, 30.
The following teachers of Mandarin:
Mr. Douglas Pritchard, Buffalo Plains School Division
Ms. Eleanor Shia, Heritage Chinese Language School of Saskatoon
Ms. Enwu Liu, Chinese Language School of Saskatoon
Ms. Hong Zhang, Chinese Language School of Regina
Mr. Raphael Hwang, Technology and Property Management Division, Saskatchewan Social Services
Dr. Joan Boyer, Second Language Consultant, Saskatchewan Education
Ms. Lily Xu, Second Language Assistant/Mandarin Curriculum Writer, Saskatchewan Education
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7. Introduction
This document is a curriculum guide designed for credit courses in Mandarin Chinese 10, 20 and 30.
Offering Mandarin for credit helps build greater understanding of Saskatchewan’s diverse cultures
within schools and communities. The courses are intended for Grade 10, 11 and 12 students of both
in-school and out-of-school Mandarin programs. This Mandarin program uses a resource-based
learning approach and is accompanied by a bibliography of recommended textbooks and other
materials.
• Rationale for Learning an International Language
• Rationale for Learning Mandarin Chinese
• About Mandarin Chinese
• Aim
• Goals
• Components of Core Curriculum
1

8. 2

9. Rationale for Learning an The Rationale for Learning
International Language Mandarin Chinese
The rationale expressed by the Common The aim of the study of Mandarin Chinese
Curriculum Framework for International language and culture is to enable the students
Languages (2000) clearly emphasizes the to communicate in Mandarin Chinese. Chinese
enrichment potential of international language is one of the most widely spoken languages of
promotion. The value, for Canadian society as the modern world. Chinese is the most
a whole, of learning international languages can commonly spoken language among people
be summarized as follows: from Mainland China, Taiwan, Hong Kong, and
• increased awareness of and sensitivity to other large communities of Chinese speakers
cultural and linguistic diversity throughout Southeast Asia and the rest of the
• improved potential in the Canadian and the world. Since about a quarter of the world’s
global marketplace and workplace population are native speakers of Chinese, this
• enhanced role in the international language is significant in the global perspective.
community.
Mandarin Chinese program is intended to teach
For students who learn a second language students how to speak and understand
either as a heritage language or an international Mandarin Chinese as well as to appreciate
language, to develop reading, writing and certain aspects of Chinese culture. This
speaking skills in the language will: program will take a task-based communicative-
• enhance the students’ concept of experiential approach to develop students’
themselves and their cultures and promote communicative competence with the focus on
respect for members of other cultures oral communication. In a program that uses a
• encourage the students to develop new task-based approach to language learning,
language skills that will help them to classes are structured around meaningful tasks
function more effectively in Canada’s rather than around elements of the language
multicultural environment as well as in the itself. The choice of grammar structures or
international community forms to work on explicitly is based on the
• enable students to renew contact with a immediate needs of the students. Grammar
heritage language and culture that may instruction only plays a supportive role to
have been lost through assimilation provide useful strategies to assist
• help students maintain a first language that communication and comprehension.
is not the majority language in the
community As a major partner in international affairs,
Canada stands to benefit from being a
• allow students to use skills and concepts
multicultural society. The study of Mandarin not
they already possess in their first language
only helps promote awareness of Chinese
when learning a second language
culture, it helps students understand Canada’s
• broaden students' range of educational,
cultural mosaic. As Saskatchewan continues to
career and leisure opportunities
develop social and economic ties with the Asia-
• provide students with more opportunities to Pacific region which is gaining economic
communicate directly with people from importance in the international arena, the study
other language groups and gain a deeper of Mandarin Chinese will give students a
insight into their culture. broader range of career opportunities and life
experiences.
3

10. About Mandarin Chinese Goals
The Chinese language is a collection of The goals show the scope of purposes and
numerous dialects including Mandarin indicate what students will achieve over the
(Northern Chinese) and Cantonese (Southern course in this program. The goals of the
Chinese ). Mandarin is used as the official Mandarin Chinese language program can be
language for Mainland China and Taiwan. achieved through the following four dimensions:
Although the influence of local dialects has led • to develop the students’ ability to use
to some marked differences in regional accents, Mandarin in a variety of situations and for a
Mandarin has been recognized and accepted variety of purposes (applications)
as the Chinese national standard language, and • to develop the students’ ability to
can be written either in the form of simplified communicate in Mandarin Chinese
characters or traditional characters. The effectively and competently (language
pronunciation used in this curriculum guide is competence)
Hanyu Pinyin, the phonetic system of Mandarin. • to develop the students’ knowledge of and
ability to use strategies to maximize the
As the written Chinese language is introduced effectiveness of their learning and
to students, they will be exposed to both communication (strategies)
simplified and traditional characters. The • to develop in students the knowledge, skills
Mandarin curriculum will use both simplified and and attitudes to be effective global citizens
traditional characters, which will enable the (global citizenship).
students to become familiar with the whole
Chinese character system in a variety of real-
life situations. The opportunities to learn the Core Curriculum
traditional characters enable the learners to Core curriculum can be viewed as a framework
learn about the evolution of Chinese culture for achievement of Saskatchewan’s Goals of
through the study of its linguistic development. Education through classroom instruction. Core
The students will be required to acquire skills in curriculum is intended to provide all
Chinese character recognition. However, the Saskatchewan students with an education that
teacher can choose to use either simplified or will serve them well. The Curriculum reinforces
traditional Chinese characters or a combination the teaching of basic skills and introduces a
of both in teaching, based on the needs of the broad range of new skills to students.
students.
The two major components of Core Curriculum
Aim are the Required Areas of Study and the
Common Essential Learnings.
The aim describes in very general terms the
changes to be brought about in the students as To meet the needs of students learning a
a result of this course. The aim of the Mandarin heritage language, provision is made within the
Chinese program is to develop the students’ Core Curriculum to offer Locally Determined
communicative competence in the Mandarin Options. In recognition of the diverse needs of
Chinese language, to enable the students to students, provision is made through the
better understand the Chinese culture and to Adaptive Dimension for teachers to adapt
expand their awareness of language and instruction, the learning environment as well as
language learning. The study of Mandarin instructional resources.
Chinese gives students the opportunity to
develop the knowledge and skills necessary to All second language courses, including
communicate with Mandarin Chinese-speaking Mandarin Chinese, fall into the category of
communities throughout the world. Locally Determined Options. The Common
Essential Learnings will be incorporated into
Mandarin courses, and the Adaptive Dimension
will provide teachers with the flexibility to adapt
the program to meet the needs of a diverse
student population.
4

11. Common Essential Learnings successfully the Common Essential Learnings
into Mandarin Chinese.
The Common Essential learning are six Throughout this curriculum guide, the following
integrated components containing knowledge, symbols are used to refer to the Common
skills, attitudes, and abilities that are considered Essential Learnings (C.E.L.s):
important for learning in all school subjects.
The purpose of the Common Essential Communication COM
Learnings is to help students better acquire the Critical and Creative Thinking CCT
subject matter under study and to prepare them Independent Learning IL
for their future learning both within and outside Numeracy NUM
the educational system. Personal and Social Values
and Skills PSVS
Learning Mandarin Chinese offers many Technological Literacy TL
opportunities for incorporating the Common
Essential Learnings into instruction. Learning
and using Mandarin Chinese helps develop the Suggestions for Incorporating the Common
understandings, values, skills and processes Essential Learnings
related to a number of the Common Essential
Learnings. It is intended that the Common Personal and Social Values and Skills
Essential Learnings be developed and
evaluated within subject areas. Therefore, PSVS is one of the most important C.E.L.s in
foundational objectives for the Common second language learning. The objectives of
Essential Learnings are included in the unit this component are (Saskatchewan Education,
overview within this guide. 1998):
• to develop compassionate, empathetic
Incorporation of the Common Essential students who can make positive
Learnings into instruction has implications for contributions to society as individuals and
the assessment of student learning. It is as members of groups
recommended that a unit, which has focused on • to support students in coming to a better
developing particular Common Essential understanding of the personal, moral,
Learnings also reflect this focus when social and cultural aspects of school
assessing student learning. If students are subjects
encouraged to develop their personal and • to support students in treating themselves,
social values and skills throughout a course, others and the environment with respect
then teachers need to use assessment • to promote understanding of prejudice,
strategies appropriate for this purpose. The discrimination, racism, sexism and all forms
assessment strategies will offer opportunities of inequality and exploitation, and a desire
for students to demonstrate their competence in to contribute to their elimination.
this area. The Common Essential Learnings
are to be integrated, accommodated and This element is directly related to “Global
incorporated within the evaluation of each Citizenship”, one of the four components in the
content area. Common Curriculum Framework for
International Languages (CCFIL, 2000). This
It is important to incorporate the foundational C.E.L. promotes students' cultural awareness
objectives for the Common Essential Learnings through learning a second language. Students
in an authentic manner. The decision to focus will become more aware of how their own
on a particular Common Essential Learning knowledge, values and skills are shaped by
within a lesson is guided by the needs and culture.
abilities of individual students and by the
particular demands of the subject area. It is In learning Mandarin Chinese, PSVS helps
anticipated that teachers will benefit from the students explore both historical and
suggestions in this guide and from their contemporary elements of the culture to foster
personal reflections in order to incorporate greater tolerance and understanding of various
cultures. PSVS also provides frequent
5

12. opportunities for students to respond to and When applied to Mandarin learning, CCT
build upon the ideas of people of other cultural guides students’ analysis of information from a
backgrounds. Students will learn to become variety of resources to deepen their
global citizens through the incorporation of understanding of the topics being explored, and
PSVS into Mandarin programs. encourages students to look for alternatives
and give reasons for their decisions. CCT also
Independent Learning provides opportunities for students to reflect
upon the results of their learning experiences.
The objectives of this C.E.L. are summarized in
the following statements (Saskatchewan
Communication
Education, 1998):
• to support the development of a positive Communication as a Common Essential
disposition to life-long learning Learning is about using language as a tool to
• to develop students’ abilities to meet their learn. The goals of communication are:
own learning needs (Saskatchewan Education, 1998):
• to develop students’ abilities to access • to use a wide range of language
knowledge. experiences for developing students’
knowledge of a subject area
The intent of this component is to support the • to enable students to use language
development of an independent learner and (listening, speaking, reading writing) for
coincides closely with the "strategies" differing audiences and purposes which are
component of the CCFIL. When this element is relevant to the students
incorporated into Mandarin Chinese language • to enable students to understand and use
learning, it helps students learn how to learn a the vocabulary, structures, and forms of
language and encourages students to develop expression which characterize each area of
their own interests and their desire to learn study.
Mandarin.
The fundamental aim of learning Mandarin is to
Many of the processes, skills and abilities communicate. Communication as a C.E.L. can
required for all the other C.E.L.s contribute to be applied to the development of language
the goal of developing life-long independent competence through opportunities to use
learners. In order to achieve this goal, it is language in many different situations in order to
important for the teacher to plan experiences deal with a variety of tasks.
that lead to independent exploration and
research by choosing topics and tasks which Numeracy
are of interest to students and which are linked
The goals of incorporating Numeracy into
to aspects of their lives.
curricula are summarized in the following
statements:
Creative and Critical Thinking
• to develop learners’ skills and ability to deal
Creative and critical thinking is a very important with everyday situations demanding the use
life skill. It is a combination of abilities, of mathematical concepts and to help
knowledge, values, attitudes, skills and students better understand the quantitative
processes. The intent of this component is aspects of each subject
demonstrated in the following statements • to strengthen students’ understanding within
(Saskatchewan Education, 1998): subject area through applying knowledge of
• to contribute to the development of “strong numbers and their interrelationships.
sense” critical and creative thinkers
• to develop an understanding of how Numeracy can be incorporated into second
knowledge is created , evaluated, refined language learning to the extent that tasks are
and changes within subject areas chosen which involve the ability to compute,
• to promote both intuitive, imaginative measure, and interpret mathematical concepts.
thought and the ability to evaluate ideas,
processes, experiences and objects in
meaningful contexts.
6

13. It can provide opportunities for students to • students' learning styles and interests
interpret and produce maps, graphs, and charts • cognitive, physical and social development
in order to further develop the numerical • aptitudes
elements of a concept. • cultural and linguistic background
• previous knowledge.
Technological Literacy
This component aims at helping students The adaptive efforts can be made though a
understand how technology and society modification of content, instruction, learning
interact. The objectives of this component are material and resources, learning environment,
summarized as following: and student assessment. The goals of the
• to development a contemporary view of Adaptive Dimension are:
technology • maximize students’ participation in learning
• to develop students’ appreciation of the and develop their potential as independent
value and limitations of technology within learners
society • use a broad range of instructional strategies
• to provide opportunities for students’ active to provide students with the opportunities to
involvement in decision-making related to learn in different ways
technological developments. • create a classroom environment in which
students’ unique cultures, backgrounds,
TL can be incorporated into second language interests, language abilities and learning
learning through the choice of areas of styles are accepted and respected by
experience and topics which deal with the teachers and peers
interaction between technology and society. • provide a variety of learning materials,
The teacher can plan opportunities for students including resource-based learning
to use and experience modern technology. • modify evaluative techniques in order to
Computer-assisted language learning has maximize the amount of relevant
tremendous applications to second language information received from each student
teaching and learning. • promote a positive self-image, feeling of
belonging and self-confidence.
Adaptive Dimension The teacher plays a very important role in
making successful adaptations to core
The Adaptive Dimension is an essential part of curriculum. Teachers can exercise their
all educational programs. Like the Common professional judgement to make educational
Essential Learnings, it is a component of Core decisions to make learning meaningful and to
Curriculum and permeates all curriculum and accommodate student diversity.
instruction.
Supporting Initiatives within Core
The Adaptive Dimension is defined as the
concept of making adjustments in approved
Curriculum
educational programs to accommodate diversity In addition to the components preciously
in student learning needs. It includes those described, Core Curriculum includes various
practices the teacher undertakes to make initiatives which guide the choice of resources
curriculum, instruction and the learning as well as various aspects of instruction in the
environment meaningful and appropriate for classroom.
each student. (Saskatchewan Education,
1992). Gender Equity
The Adaptive Dimension means differentiated It is recognized that expectations based on
teaching. It addresses the importance of primarily on gender limit students’ ability to
teaching to match the learners’ diverse and develop to their fullest potential. Studies show
unique needs and interests, and to promote that girls and boys are not benefiting equally in
success for each student. The Adaptive schools. Gender Equity aims to make
Dimension is used to accommodate differences classrooms more equitable for both male and
in: female students. The gender equitable
7

14. approach reflected in this curriculum assists • incorporate a variety of resources with the
teachers in creating learning environments that assistance of students and teacher-librarian
are free of stereotyping, and enables female in units of study
and male students to maximize the • involve students in the unit planning and
development of their abilities and talents. decision-making processes, and encourage
them to seek out sources of information
Gender equity can be reinforced by teachers in related to their classroom experiences
various ways: • assist in the establishment and
• use inclusive language to avoid maintenance of resource collections that
preference for a particular gender support core curricula initiatives
• choose content drawn from life • integrate needed research skills with unit
experiences of both female and male activities and task so that students learn
students how to find, use and evaluate information.
• cite examples featuring both boys and
girls Indian and Métis Content and
• include viewpoints and perspectives of Perspectives
both boys and girls
• adopt equitable instructional and The integration of Indian and Métis content and
assessment practices perspectives into the curriculum benefits
• use resources for teaching and learning students in a pluralistic society. Cultural
that are free from gender bias. representation in all aspects of the school
environment promotes the development of
positive attitudes in students towards Indian
Resource-Based Learning
and Métis peoples. This awareness of one’s
Resource-based teaching and learning is a own culture and the cultures of others develops
means by which teachers can greatly assist the self-concept, enhances learning, and promotes
development of attitudes and abilities for an appreciation of Canada’s pluralistic society.
independent and life-long learning. It allows
teachers to use a variety of resources, instead The teacher can utilize a variety of teaching
of using only a single textbook in teaching. strategies that accommodate and build upon
students’ knowledge of Indian and Métis
The ability to find, evaluate and use information culture. The adaptation of content and teaching
is an important life skill that students need in materials to incorporate Indian and Métis
their life. Resource-based instruction is a culture will help students become aware of
student-centered approach to curriculum that stereotypes and combat the prejudice of
involves students with all sorts of resources. mainstream culture towards Indian and Métis
This approach offers students increased people. By introducing Indian and Métis
opportunities to share responsibility for setting cultural content into unit plans, teachers can
goals and planning their learning experiences. draw students’ attention to the interplay among
issues of race, class, and gender in the lives of
The following points will help teachers Indian people in mainstream society.
implement resource-based learning:
• discuss unit topics, objectives and task with
students and incorporate topics of study
from other subject areas
8

15. The Mandarin Program
The Mandarin course will take a communicative/experiential approach to Mandarin Chinese
language learning. The focus is on oral/aural communication. This course will develop
students’ communicative competence and enable students to communicate effectively in a
variety of environments and real-life situations. The course outline includes the following
components:
• Foundational Objectives
• Specific Learning Outcomes
• Effective Language Learning
Foundational Objectives
The foundational objectives are broad statements that set out the knowledge, skills and attitudes that
students are expected to acquire as a result of studying Mandarin Chinese. These objectives enable
teachers to use their experience and professional judgement for their planning and evaluation of
teaching and learning. The foundational objectives are organized under the headings of four
components: “Applications”, “Language Competence”, “ Strategies” and “Global Citizenship” (Common
Curriculum Framework for International Languages, 2000).
Applications
Applications deal with what the students will be able to do with the language, the functions they will be
able to perform and how they will use Mandarin in a variety of situations, and for a variety of purposes.
Language Competence
The language competence objectives deal with how well the students will use the target language.
They cover the various components of communicative language competence: grammatical, discourse
and sociolinguistic competence.
Strategies
Strategies will help students learn and communicate more effectively. Strategies usually include both
those for language learning: cognitive, metacognitive and social/affective strategies; and those for
language use: interactive, interpretive, and productive strategies.
Global Citizenship
This heading deals with knowledge, attitudes and skills around culture and diversity. Students need to
acquire them to be effective global citizens.
9

16. Foundational Objectives
It is expected that students will
Applications use Mandarin Chinese in a variety of situations for the following purposes:
• to impart and receive information;
• to express emotions and personal perspectives;
• to form, maintain and change interpersonal relationships;
• to get things done;
• to extend their knowledge of the world, and
• for imaginative purposes and personal enjoyment;
Language • attend to the form of Mandarin Chinese in the context of meaningful
Competence applications;
• use their knowledge of the sociocultural context to aid comprehension
and to communicate in appropriate ways;
• apply their knowledge of how texts in Mandarin are organized, structured
and sequenced to enhance communication;
• produce and interpret a variety of texts in Mandarin in the context of
meaningful applications;
Strategies • use strategies to deal effectively and independently with new language
learning challenges;
• use strategies to fulfil the demands of communication in context and
successfully complete the task in question.
Global • acquire a basic understanding of the essential historical and
Citizenship contemporary elements of the Chinese culture and apply it successfully in
a variety of contexts;
• understand, value and deal effectively with diversity of all kinds;
• explore the application of cultural and linguistic knowledge, skills and
attitudes for personal and career opportunities.
10

17. Specific Learning Outcomes
Under the foundational objectives, the Specific Learning Outcomes describe in more detailed and
specific terms what students will do to achieve the foundational objectives in each grade. For a three
year Mandarin program, the Specific Outcomes for Mandarin 10, 20 and 30 are summarized as follows,
based on the Common Curriculum Framework for International Languages (2000).
Specific Learning Outcomes for Applications
Grade 10 Grade 11 Grade 12
Students will use Mandarin in a variety of situations for the following purposes:
To impart and receive information
• ask for and provide basic • describe people, places, • describe people, places,
information, e.g., name things, actions things and series or
share factual
information
time, dates, locations • ask for and provide sequences of events or
• identify concrete people, information on a range of actions
places, things familiar topics, e.g., about • provide information on
• respond to simple, their family or home several aspects of a
predictable questions topic, e.g., give a simple
report
To express emotions and personal perspectives
• express simple • express a personal • record and share thoughts
share ideas, thoughts,
opinions, preferences
preferences response to a variety of and ideas with others
• express a personal situations • inquire about and express
response, e.g. respond to • inquire about and express agreement and
a song or story likes and dislikes disagreement
• identify favorite people, • inquire about and express
places or things, e.g. approval and disapproval
words or phrases,
characters, illustrations in
texts, activities
• respond to and express • respond to and express a • record and share personal
share emotions,
emotions and feelings, e.g. variety of emotions and experiences involving
pleasure or happiness, feelings, e.g., love, emotion or feeling
feelings
and sadness sadness, surprise, fear • inquire about and express
• identify emotions and • inquire about and identify emotions and feelings in a
feelings, e.g., portrayed in emotions and feelings, variety of familiar contexts
texts e.g., in stories, songs,
and personal experiences
11

18. Grade 10 Grade 11 Grade 12
To get things done
• Indicate basic needs and • make and respond to a • give and follow a simple
wants, e.g., using gestures variety of simple sequence of instructions
guide actions of others
• give and respond to simple requests • make and respond to
oral instructions or • seek, grant or withhold suggestions in a variety of
commands permission situations
• ask for permission • relay simple messages
• suggest a course of action, • encourage or discourage
respond to a suggestion others from a course of
action
• ask or offer to do something, • express a wish or a • inquire about and express
state personal
e.g., classroom tasks desire to do something ability and inability to do
• •
actions
respond to offers, invitations, make an offer or an something
instructions invitation and respond to • state personal actions in
• indicate choice from among offers and invitations the past, present or future
several options made by others
• manage turn-taking • suggest, initiate or direct • negotiate in a simple way
• encourage other group action in group activities with peers in small-group
manage group
members to act • encourage other group tasks
•
actions
appropriately members to participate offer to explain or clarify
• ask for help or clarification of • assume a variety of • check for agreement and
what is being said or done in roles and responsibilities understanding
the group as a group member • express disagreement in
an appropriate way
12

19. Grade 10 Grade 11 Grade 12
To form , maintain and change interpersonal relationships
• exchange greetings and • apologize, refuse politely • make and break social
farewells • talk about themselves, engagements
manage personal
• address a new respond to the talk of others • initiate and participate in
relationships
acquaintance, introduce by showing attention, casual exchanges with
themselves interest classmates
• exchange some basic
personal information
(name, age, etc.,)
• initiate relationships, e.g.,
invite others to participate
To extend their knowledge of the world
• investigate the immediate • make and talk about • discover relationships and
discover and
environment, e.g., use all personal observations patterns
• •
explore
of the senses, do hands- explore alternative ask questions to gain
on activities classification systems knowledge and clarify
and criteria for understanding
categories
• gather simple information • record and share personal • compose questions to
• organize and sequence knowledge of a topic guide research
information
gather and
items in different ways, • compare and contrast • identify sources of
organize
e.g., put the elements of a items in simple ways, e.g., information
simple story in order characters or events from • gather information from a
different stories variety of resources
• record observations
• experience problem- • recognize, define and • understand and use the
solving situations in describe a problem steps in the problem-
problems
fictitious and real-life • search for and propose solving process
solve
situations solutions • describe and analyze a
• choose between problem, then propose
alternative solutions solutions
• listen attentively and • recognize differences of • gather opinions on a topic
opinions and
respond sensitively to the opinion within their direct
explore
•
values
opinions, ideas and express their views on a experience
products of others variety of topics within • explore how values
• make connections their direct experience influence behavior
between behavior and
values, e.g., in role play
13

20. Grade 10 Grade 11 Grade 12
For imaginative purposes and personal enjoyment
• use Mandarin for fun • use Mandarin for fun and • use Mandarin for fun and
to interpret simple to interpret humor, e.g.,
humor/fun
amusing texts, e.g., play a variety of sports and
stories, songs, pictures games, both indoors and
out, participate in a variety
of construction activities
• use Mandarin creatively, • use Mandarin creatively, • use Mandarin creatively
creative/aestheti
e.g., participate in e.g., create a picture story and for aesthetic
c purposes
activities on familiar topics with captions, use models purposes, e.g., experiment
to create cumulative or with the sounds and
predictable stories rhythms of Mandarin
• use Mandarin for personal • use Mandarin for personal • use Mandarin for personal
enjoyment, e.g., listen to enjoyment, e.g., make a enjoyment, e.g., learn a
enjoyment
personal
favorite songs, or read collection of pictures or craft or dance, and listen
favorite stories. artifacts related to the to favourite songs in
culture, play games alone Mandarin
or with friends or family
members
14

21. Specific Learning Outcomes for Language Competence
Grade 10 Grade 11 Grade 12
To attend to the form of Mandarin language in the context of meaningful applications
• use pinyin to pronounce • use pinyin and tones when • use pinyin and tones when
some common words and producing familiar words producing unfamiliar words
phonology
phrases correctly or phrases or phrases
• use correct tone to • recognize some critical • identify and reproduce
distinguish meaning sound distinctions and some critical sound
• distinguish particular tones that are important distinctions that are
sounds of Mandarin for meaning important for meaning
• be aware of how text is • recognize and use some • consistently use basic
oriented, e.g., either from basic stroke patterns stroke combination
left to right horizontally, or • recognize and use some patterns in writing familiar
from right to left and top to basic mechanical Chinese words and
bottom vertically conventions, e.g., phrases
• •
orthography
recognize and name some punctuation use correct punctuation in
elements of the writing • distinguish among various writing
system, e.g., the direction radicals of Chinese • use correct radicals to
of Mandarin strokes, characters write familiar Chinese
stroke order, and • explore the traditions of characters
proportion Chinese writing by
• copy familiar words, studying and practising
phrases, and sentences Chinese calligraphy
• associate words in • combine learned words • recognize that one word
Mandarin with the and phrases to fulfil some may have multiple
corresponding object, simple purposes meanings, depending on
action or notion • experiment with and use a the context, and that
• various words and
lexicon
use set phrases in familiar variety of words and
contexts expressions in familiar expressions may express
contexts the same idea
• use a variety of words
and expressions in
familiar contexts
• recognize some basic • identify and use a variety • identify and use with
grammatical structures in of basic grammatical reasonable accuracy a
simple sentences structures variety of basic
grammar
grammatical structures
• explore grammar by
combining and
manipulating learned
grammatical structures
15

22. Grade 10 Grade 11 Grade 12
To interpret and produce oral texts in the context of meaningful applications
• understand short simple • understand short, simple • understand short texts
interpretation
texts in guided situations texts in guided and on unfamiliar topics in
unguided situations
aural
guided situations
• produce simple sentences • produce short, simple texts • produce short texts in
production
in guided situations in guided situations guided and unguided
oral
situations
• engage in simple • engage in a variety of • manage short
interactive
interactions using simple simple interactions interactions with ease,
fluency
sentences with pauses for planning
and repair
To interpret and produce written texts in Mandarin in meaningful applications
• understand short simple • understand and produce • understand short texts on
interpretation
texts in guided situations short, simple texts in unfamiliar topics in guided
written
guided situations situations
• produce simple sentences • produce short, simple texts • produce short, simple texts
production
in guided situations in guided situations in guided and unguided
written
situations
• derive meaning from a • derive meaning from the • derive meaning from
viewing
variety of visuals and other visual elements of a multiple visual elements in
forms of non-verbal variety of media in guided a variety of media in
communication in guided and unguided situations guided situations
situation
• use a variety of visuals • express meaning through • express meaning through
representing
and other forms of non- the use of visual elements the use of multiple visual
verbal communication to in a variety of media in elements in a variety of
express meaning in guided guided and unguided media in guided situations
situations situations
16

23. Grade 10 Grade 11 Grade 12
To use their knowledge of the sociocultural context to aid comprehension and to
communicate in appropriate ways
• distinguish between formal • use formal and informal • identify socially
and informal situations Mandarin in familiar inappropriate language in
register
• recognize that some words situations specific situations
are inappropriate in certain • explore formal and
contexts informal uses of language
in a variety of contexts
• understand and use some • understand and use a • correctly use learned
simple idiomatic variety of simple idiomatic idiomatic expressions in
expressions
expressions as set expressions as set familiar contexts
idiomatic
phrases phrases
• explore the use of
idiomatic expressions in
new contexts
• experience a variety of • experience a variety of • recognize other influences
variations in
voices, e.g., male and regional variations in resulting in variations in
Mandarin
female, young and old Mandarin, e.g., regional language, e.g., age,
• acknowledge and accept accents and differences in gender, social class and
individual differences in lexicon regions
speech
• use basic social • recognize simple social • interpret the use of social
social conventions
expressions appropriate to conventions in informal conventions encountered
the classroom conversation in oral and written texts
• Use basic politeness • recognize verbal behaviors • recognize important social
conventions that are considered conventions in everyday
• use appropriate oral forms impolite interactions
of address for people
frequently encountered
• understand the meaning of • recognize appropriate non- • use appropriate non-verbal
and experiment with using verbal behaviors for behaviors in a variety of
communication
some common non-verbal people frequently familiar contexts
non-verbal
behaviors used in the encountered, e.g., • recognize non-verbal
Chinese culture interpersonal space, behaviors that are
• recognize that some non- physical contact, eye considered impolite
verbal behaviors may be contact
inappropriate in certain
contexts
17

24. Grade 10 Grade 11 Grade 12
To apply knowledge of how discourse is organized, structured and sequenced
• link words or groups of • use common conventions • organize texts using
cohesion/coherenc
words in simple ways, e.g., to structure texts, e.g., common patterns, e.g.,
using words like 因为， titles, paragraphs cause and effect, steps in
然后， 而且 • Link several sentences a procedure or directions
• coherently, e.g., on a to follow
e
Sequence elements of a
simple story, process or single theme • interpret simple references
series of events within texts
• recognize some simple • use some simple text • analyze and identify the
oral and written text forms, forms in their own organizational structure of
text forms
e.g., lists, letters, stories, productions, e.g., maps, a variety of text forms
songs, recipes, invitations questionnaires • recognize a variety of text
forms delivered through a
variety of media
• initiate interactions and • use simple conventions to • initiate interactions and
respond using simple open and close respond using a variety of
social interaction patterns, conversations and social interaction patterns,
patterns of social
e.g., greeting-response, manage turn-taking e.g., casual conversation
question-answer • initiate interactions and with classmates, routine
interaction
respond using a variety of telephone calls
social interaction patterns,
e.g., statement-
agreement/disagreement-
reaction; request-
acceptance/non-
acceptance
18

25. Specific Learning Outcomes for Global Citizenship
Grade 10 Grade 11 Grade 12
To acquire a basic understanding of the essential historical and contemporary elements of
the culture and apply it successfully in a variety of contexts
• participate in activities • seek out information about • formulate questions about
accessing/analyzing cultural
and experiences that the culture from authentic elements of the culture
reflect elements of the sources, e.g., people • identify and use a variety of
Chinese culture • make connections sources of information to find
• ask questions about between elements of the out about the culture
knowledge
elements of the Chinese culture and
Chinese culture similar elements from their
experienced in class own
• make observations of • compare some elements
the Chinese culture, of the Chinese culture
e.g., as it is portrayed in with their own, e.g.,
texts, and in the geography and climate
community
• participate in activities • explore some elements of • explore and identify some
and experiences that the culture, e.g., influence elements of the culture, and
knowledge
reflect elements of the of the geography and their influence on
cultural
Chinese culture climate on their way of life contemporary ways of life and
• identify some things they cultural values, e.g., everyday
have in common with ways of life of people their
people their own age who own age
live in the culture
• identify elements of the • apply knowledge of • apply knowledge of elements
applying cultural
culture in the elements of the Chinese of the culture in interactions
classroom, the school culture to interpret cultural with people and texts, e.g.,
knowledge
and the community behaviour that is different interpret historical references
• identify commonalities from their own
and differences
between the Chinese
culture and their own
• identify some elements • apply knowledge of • apply knowledge of diverse
diversity within the
that reflect diversity diverse elements of the elements of the culture in
within the Chinese Chinese culture in interactions with people and
culture
culture interactions with people texts, e.g., ethnic or religious
• identify commonalities and texts, e.g., differences minorities
and differences based on age and gender,
between diverse groups urban and rural ways of
within the Chinese life
culture
19

26. Grade 10 Grade 11 Grade 12
• participate in cultural • express an interest in • choose to participate in and
Chinese culture
activities and finding out about people contribute to activities and
valuing the
experiences their own age who speak experiences that reflect the
• identify similarities Mandarin culture
between themselves • express empathy for those • seek out and use
and the people of the whose cultural behavior is opportunities to enter into
Chinese culture different from their own contact with members of the
culture
To understand, value and affirm diversity of all kinds
• identify similarities • identify similarities and • identify some words in their
awareness of first
between their first differences between their first language that have been
language and the first language and the borrowed from Mandarin or
language
Chinese language, e.g., Chinese language, e.g., other languages/ dialects
sounds, specific words, word order, different • identify some regional
or writing system used writing system, different variations in their first
social conventions, and language
grammar structures
• explore the variety of • recognize that in any • identify how and why
language spoken by language there are languages borrow from one
general language knowledge
their schoolmates and different words for the another
members of their same thing and that • recognize that languages
community may have regional
individuals use
• identify differences and differences in pronunciation,
similarities between
language in personal vocabulary or structure
different languages ways, e.g., their
within their personal grandparents use
experiences, e.g., different words than
words, writing systems their schoolmates
• describe ways • recognize that languages
language can be taught can be grouped into
and learned families based on common
origins
• recognize similarities • identify similarities and • identify some influences on
Awareness of own
between their own differences between their the development of their
culture and other own culture and other personal identity
cultures cultures, e.g., occupations,
culture
• make connections seasonal activities,
between individuals or celebrations, foods, roles
situations in texts and of family members
their own personal
experiences
20

27. Grade 10 Grade 11 Grade 12
• participate in activities • recognize that speakers of • recognize that within any
and experiences that the same language may culture there are important
general cultural knowledge
reflect elements of come from different differences in the way people
different cultures cultural backgrounds speak and behave
• recognize that a variety • recognize some of the • recognize some of the
of cultural practices are factors that affect the factors that affect the
followed by their culture of a particular culture of a particular
schoolmates and region, e.g., geography, region, e.g., historical
different groups in their climate events, significant
community
• recognize that culture is
individuals
expressed through a
variety of forms, e.g.,
stories, art forms, crafts
• work and play with • identify the limitations of • recognize and acknowledge
others who are different adopting a single different perspectives and the
value diversity
• engage in activities that perspective, e.g., on value of these differences
reflect other ways of objects, persons, • seek out opportunities to
doing things or other experiences or events interact with people from
perspectives and point • demonstrate curiosity various cultures that have an
of view about other languages and interest in the Chinese culture
cultures and language
• adapt to new situations • reflect on their actions and • explore representations of
• listen with attention to the consequences of their their own culture as seen
intercultural skills
the opinions of others actions for others from the outside, e.g., as
• initiate and maintain • explore how their seen by members of the
new relationships, e.g., perspective is shaped by a Chinese community
make a new classmate variety of factors, e.g., • identify and make use of
feel welcome personal, group, public and private institutions
environmental which facilitate contact with
other countries and cultures
21

28. To pursue personal and career opportunities
Grade 10 Grade 11 Grade 12
• suggest some reasons • identify some careers for • Identify some careers which
for learning Mandarin which knowledge of use knowledge of Mandarin
Chinese culture and language
• identify some personal international languages is • explore personal reasons for
uses they have made of useful learning Mandarin
their knowledge of • identify some places that • explore opportunities for
Mandarin and the they could visit where further education related to
Chinese culture Mandarin is spoken, e.g., the Chinese culture and
a Chinese restaurant, a language
Chinese church
• identify aspects of the
history, literature, arts,
crafts of the Chinese
culture which are of
personal interest
• suggest some reasons • identify some careers for • identify some careers which
cultural and linguistic diversity
for learning an additional which knowledge of use knowledge of
language, and for different languages and international languages and
participating in activities cultures is useful cultures, and intercultural
and experiences that • identify some countries skills
reflect elements of where there is significant • explore personal reasons for
different cultures linguistic and cultural learning additional languages
• identify some personal diversity and experiencing other
uses they have made of • identify aspects of the cultures
their knowledge of history, literature, arts • explore opportunities for
different languages and and crafts of different further education related to
cultures languages and cultures
cultures that are of
personal interest
22

29. Specific Learning Outcomes for Strategies
Grade 10 Grade 11 Grade 12
To use strategies to deal effectively and independently with new language learning and
general learning challenges
• use simple cognitive • identify and use a variety • select and use a variety of
strategies, with guidance, to of cognitive strategies to cognitive strategies to
enhance language learning, enhance language enhance language
e.g., learn songs learning, e.g., repeat learning, e.g., associate
cognitive
incorporating new words or phrases in the new words or expressions
vocabulary or sentence course of performing a with familiar ones, either in
patterns, listen attentively, language task, make Mandarin or in their own
memorize new words by personal dictionaries, language; look for patterns
repeating them silently or experiment with various and relationships
aloud elements of Mandarin
• use simple metacognitive • identify and use a variety • select and use a variety of
strategies, with guidance, to of metacognitive metacognitive strategies to
enhance language learning, strategies to enhance enhance language
e.g., reflect on learning language learning, e.g., learning, e.g., evaluate
metacognitive
tasks with the guidance of make a plan in advance their own performance or
the teacher, make choices about how to approach a comprehension at the end
about how they learn language learning task, of a task
reflect on the listening ,
reading, and writing
process, check copied
writing for accuracy
• use simple social and • identify and use a variety • select and use a variety of
affective strategies, with of social and affective social and affective
guidance, to enhance strategies to enhance strategies to enhance
language learning, e.g., language learning, e.g., language learning, e.g., be
social and affective
seek the help of a friend to work cooperatively with willing to take risks, try
interpret a text, initiate or peers in small groups, unfamiliar tasks and
maintain interaction with understand that making approaches
others, participate in shared mistakes is a natural part
reading experiences of language learning,
experiment with various
forms of expression and
note their acceptance or
non-acceptance by more
experienced speakers
23

30. Grade 10 Grade 11 Grade 12
To use strategies to enhance language use to fulfil the demands of communication in
context
• use simple interactive • identify and use a variety • select and use a variety of
strategies with guidance, of interactive strategies, interactive strategies, e.g.,
e.g., indicate lack of e.g., start again using a use a range of fillers,
understanding verbally or different tactic when hesitation devices to
interactive
non-verbally, interpret communication breaks sustain conversations, use
and use a variety of non- down, use a simple word circumlocution to
verbal clues to similar to the concept they compensate for lack of
communicate, ask for want to convey and invite vocabulary, ask for
clarification or repetition correction, use the other confirmation that a form
when they do not speaker's words in used is correct
understand subsequent conversation
• use simple interpretive • identify and use a variety • select and use a variety of
strategies with guidance, of interpretive strategies, interpretive strategies,
e.g., use illustrations to e.g., determine the e.g., prepare questions or
aid reading purpose of listening or a guide to note down
interpretive
comprehension, make reading, then listen or read information found in the
connections between selectively based on text, reread several times
texts on the one hand, purpose, make predictions to understand complex
and prior knowledge and about what they expect to ideas
personal experience on hear or read based on
the other prior knowledge and
personal experience, listen
or look for key words
• use simple productive • identify and use a variety • select and use a variety of
strategies with guidance, of productive strategies, productive strategies, e.g.,
e.g, use familiar repetitive e.g., use knowledge of use resources to increase
patterns from stories, sentence patterns to form vocabulary, use a variety
productive
rhymes or media; copy new sentences, use of resources to correct
what others say or write; illustrations to provide texts, take notes when
use words that are visible detail when producing their reading or listening to
in the immediate own texts, be aware of and assist in producing their
environment use the steps of the writing own text
process
24