This document provides an overview of the Chinese Studies curriculum for Grade 10 at CDNIS for the 2012-2013 school year. It outlines the goals of developing responsible global citizens and leaders through academic excellence. Key learning topics include Chinese textbooks, supplementary materials, daily oral practice, character writing and reading comprehension. Assessment will be based on oral presentations, discussions, reading and writing assignments. Sample assessment examples and scoring rubrics are provided. Support for students includes revision sessions on Thursdays and encouraging speaking practice at home. The overview concludes by looking forward to a great year.

1. Curriculum Night 2012-2013
Chinese Studies
G10 LKBCO (MFL)
Irene Gu, Rm. 516b
Email: Irenegu@cdnis.edu.hk
Moodle:communication platform
To Develop Responsible Global Citizens and Leaders Through Academic Excellence
以優質教育培育承擔責任的世界公民及未來領袖

2. G10 MFL Class

3. Agenda
What to learn
How to assess students
Examples of Assessment
How do you/I support

4. What to learn
Textbook / Supplementary
Chinese Made Easy 3 Textbook and
Workbook
Teacher compiled oral, reading, written
materials

5. What to learn
Daily oral practice according to our units:body
parts, Chinese-western food, food and health,
shopping and living environment
Written and recognition characters in every texts
and every unit
Reading materials from texts and teacher compiled
materials
Writing practice in each unit

6. How is MYP Foundation/Standard Level assessed?

7. How is MYP Foundation/Standard Level assessed?
Overall Expectations Maximum
Assessment Criteria
Student is able to... Band
•
Communicate information with relevant ideas and
A. Oral communication
supporting details.
– message and interaction
•
Show understanding and respond correctly in 8
familiar situations
(3 - 5 min.)
•
Let ideas flow
•
Use correct pronunciation and intonation
B. Oral communication •
Use range of vocabulary and grammatical
8
- language structures
•
Attempt to use idioms and appropriate register
C. Writing •
Communicate information clearly
– Message and organization •
Give relevant ideas with detail and support
8
(180 characters min for Foundation) •
Justify opinions
•
Use cohesive devices to structure the work
•
Use range of vocabulary and grammatical
structures
D. Writing •
Attempt to use idioms
8
– Language •
Use accurate Chinese characters
•
Show sense of audience and use appropriate
register
•
Identify stated information, main ideas and
E. Reading comprehension supporting details in texts with familiar and/or
(500 characters for Foundation) unfamiliar language and/or complex ideas. 16
•
Draw conclusion
•
Understand the text(s)

8. Example of Assessment
Speaking and Listening:
- Students have 20min. to prepare
- make a 1-2 min. presentation based on the topic
- have a round-table discussion with peers based on the topic.

9. Example of Assessment
Speaking and Listening:
- Students have 20min. to prepare
- make a 1-2 min. presentation based on the topic
- have a round-table discussion with peers based on the topic.
Foundation Level topic example:
• My favourite person
Standard Level topic example:
• A charity that you’ve involved with
Advanced Level topic example:
• Environmental Protection

10. Reading Comprehension: (Foundation Level)
(middle paragraph)
(quoted from OCC, IBO)

11. Reading Comprehension: (Foundation Level)
(middle paragraph)
(quoted from OCC, IBO)
Questions & Student’s Answers：(quoted from OCC, IBO)

12. Writing (Foundation Level)
Write about diary about your favorite season. 250 characters,
time is one and half hours.

13. Writing (Foundation Level)
Write about diary about your favorite season. 250 characters,
time is one and half hours.
學生作品 Student’s Work (middle paragraph) (quoted from OCC)

14. How do you/I support?
Revision Session:
Time: Thursday 14:35 ~ 15:35
Room: 516b
Encourage your child to speak more in public
Learn with your child(some homework will need your
involvement )
Check homework regularly: Moodle

15. We all Look forward to a great year!

16. fo r
h ks
an g!
T in
co m ht!
d n ig
G o o