Mandarin Curriculum - International School · 2011-08-23 · Page 2 DCS Mandarin Curriculum August...

Mandarin Curriculum Dulwich College Shanghai

2010‐2011

DCS Mandarin Curriculum

August 2010

Introduction The Mandarin programme at Dulwich College Shanghai (DCS), since its inception in 2003, has evolved into a coherent, clearly articulated curriculum for all students from DUCKS to Year 13. A full review was carried out during the second and third terms of 2010, and this curriculum document was written with the following aims in mind:

to establish content standards for DCS students’ Mandarin language acquisition and learning that can be shared with students, parents, teachers and governors;

to promote continuity and progression from Toddler to Year 13 so as to allow DCS students to move smoothly between schools and pathways, and to provide a solid foundation for further study of Mandarin; and

to promote parental understanding and confidence in the work of DCS Mandarin teachers and in the quality of education that DCS offers to their children.

Based on the English National Curriculum, the USA AERO standards, the requirements for the HSK (Hanyu Shuiping Kaoshi – 汉语水平考试) and the Chinese National Curriculum (Guo Jia Ke Cheng Biao Zhun, Yu Wen – 国家课程标准，语文), this reviewed curriculum has been developed and designed to incorporate the attainment targets in essential knowledge, key skills, breadth of learning and curriculum progression in Mandarin learning specifically for DCS students.

Three Pathways DCS students represent the full spectrum of linguistic abilities in Mandarin, ranging from complete beginners (ab initio) to those with fully age-appropriate native-language literacy skills. To meet the learning needs of each student, the reviewed curriculum employs three pathways: Mandarin as a Foreign Language (MFL), Mandarin as a Second Language (MSL) and Mandarin as a Native Language (MNL).

Mandarin as a Foreign Language (MFL)

Mandarin as a Foreign Language is designed for non-native/non-heritage students, and places a greater emphasis on aural and oral skills. The course emphasises oral communication with a focus on Chinese culture. It is essential that students practise the skills learnt in the classroom daily within the wider Chinese community. By the end of Year 13, students who follow this pathway should:

a) be able to understand and respond appropriately to written and spoken material appropriate to this pathway; and

b) be able to speak for four minutes on a given topic, maintain a dialogue for 20 minutes and write a short essay of 500-600 Chinese characters (the IB Language B requirements).

The International Baccalaureate (IB) publishes no formal vocabulary list. Teachers identify and expose students to a range of vocabulary, idiomatic expressions and grammatical structures through a variety of selected texts.


August 2010

Mandarin as a Second Language (MSL)

Mandarin as a Second language is for heritage students who have been living out of China (or other areas where Chinese is used as an official language) or non-heritage students who have been living in China for a long time. These students are able to carry out communication tasks that are age-appropriate, but may not be fully functional in their literacy skills in Mandarin, which prevents access to the MNL pathway. The course focuses on reading and writing skills. By the end of Year 13, students who follow this pathway should:

a) be able to understand and analyse increasingly complex written and spoken material, and assess subtleties of the language in a wide range of forms and styles; and

b) be able to access the IB Language B Standard- or Higher-level courses.

Mandarin as a Native Language (MNL)

Students following this pathway acquired Mandarin as their first language in schools where Mandarin was the instructional medium. English is typically their second language. The learning objective for students in this pathway is to further develop their skills of analysis and evaluation using a variety of Chinese literary texts. The Shanghai Education Commission Mandarin curriculum is applied, but not at local Chinese school level due to the lack of a ‘native’ learning environment where the target language is the medium of instruction. Students following this pathway should take the A2 or A1 Mandarin examination in Year 13.

Assessment, Standards and Level‐descriptors Assessment within the Mandarin programme is standards-based, and at each level there are specific benchmarks for students to attain. Our curriculum ensures that students develop aural, oral, reading and writing skills essential to achieve the performance standards as required by or comparable to the English National Curriculum, the IGCSE and the IBDP programmes.

Standard 1: Verbal communication: Students engage in conversations, provide and obtain information, express feelings and emotions,

and exchange opinions.

Students present information, concepts and ideas on a variety of topics.

Students present persuasive arguments with supporting materials.

Students critically analyse and interpret the seen and spoken word for implied and hidden

meanings.


August 2010

Standard 2: Literacy: Students understand and interpret written language on a variety of topics and write short essays

with accuracy.

Students reinforce and further their knowledge of Mandarin by making cross-curricular connections.

Students widen and deepen their language awareness by exposure to a variety of literature and media.

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately.

Students read and respond to historically or culturally significant works of literature that reflect and enhance their critical thinking and knowledge of literature.

Standard 3: Culture: Students demonstrate knowledge and understanding of significant components of Chinese culture

and cultural aspects of the Chinese language.

Students demonstrate understanding of Chinese culture by making comparisons with their own personal experiences.

A more in-depth description of these Standards is contained within the Level Descriptors for each Pathway.

MFL1-Level Descriptors

Early Years Mandarin

∗ Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard

1-Early

Years

Mandarin

Verbal

communication

Students will: 1.1 Be able to understand simple greetings, for example, “Hello”,

“Good morning”, “Good afternoon” and “Goodbye”. 1.2 Be able to follow simple classroom instructions. 1.3 Be able to respond orally to classroom instructions and

requests. 1.4 Be able to understand the meaning of and mimic basic Chinese

sounds. 1.5 Be able to exchange basic personal information, for example,

name, age, etc. 1.6 Be able to count and recognise numbers in Mandarin. 1.7 Be able to express their likes and dislikes, and give simple

explanations. 1.8 Be able to express what they can and can’t do, and give simple

explanations. 1.9 Be able to use simple vocabulary to describe the weather, for

example, “sunny”, “rainy”, etc. 1.10 Be able to understand questions starting with Wh- and give

simple answers relating to the topics studied. Develop curiosity about Chinese script and become aware of the differences between English and other languages. Standard

2-Early Years

Mandarin

Literacy Students will: 2.1 Understand the nature of Chinese script and that people use

different symbols to record what they say. Students demonstrate knowledge and understanding of significant components of Chinese culture and cultural aspects of the Chinese language.

Standard 3-Early Years

Mandarin

Culture

Students will: 3.1 Be able to exchange greetings. 3.2 Learn about the Chinese calendar animals. 3.3 Learn about the customs associated with the Lunar New Year. 3.4 Explore Chinese cuisine. 3.5 Learn about traditional Chinese cartoons and characters.

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Mandarin as a Foreign Language – Level 1

Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1-MFL-1

Verbal communication

Students will: 1.1 Be able to understand simple words and phrases that are

closely related to their everyday lives, for example, greetings and goodbyes, “Thank you”, “You’re welcome”, “Excuse me”, “No problem”, “Doesn’t matter” and “I’m sorry”.

1.2 Be able to exchange basic personal and biographical information, for example, name, age, school, year level, nationality and family members.

1.3 Be able to make routine requests and informational inquiries in the classroom and in other contexts, for example, asking permission to go to the toilet, asking for repetition or clarification, and asking where something is located or when it takes place.

1.4 Be able to use numbers in expressions relating to date, time and telephone numbers.

1.5 Be able to talk about common/everyday objects and activities, interests and hobbies at school and at home.

1.6 Be able to express likes and dislikes using simple explanations that show an understanding of adjectives.

1.7 Be able to use and respond to appropriate conventional social language of 4-5 exchanges in person and on the telephone.

1.8 Be able to respond to simple oral directions and requests. 1.9 Be able to perform short, composed and memorised skits

based on familiar contexts and daily interactions. 1.10 Demonstrate an awareness of the pronunciation of sound

patterns and their meanings.

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Students understand and interpret written language on a variety of topics and write sentences with accuracy.

Standard 2-MFL-1

Literacy

Students will: 2.1 Be able to read aloud short narratives and dialogue texts

written in Pinyin and Chinese characters. 2.2 Be able to identify simple, key information in written narratives

of one or two paragraphs in length and in short conversations. 2.3 Demonstrate an awareness of language organisation, for

example, understand the nature of Chinese script and that people use different symbols to record what they say.

2.4 Acquire information about the nature of Chinese script that has implications for how they learn, for example, that the minimal constituent element of a character is the stroke, then the component; they will learn the Mandarin and English names for common radical components, understand that there is a one-to-one correspondence between character and syllable, and attend to proper penmanship (i.e., stroke order and composition, spacing and alignment).

2.5 Work towards an initial reading vocabulary of 60-100 words, of which they will be able to write at least 30.

2.6 Be able to understand the radicals and write between 25 and 30 of them.

Students demonstrate knowledge and understanding of significant components of Chinese culture and cultural aspects of the Chinese language.

Standard 3-MFL-1

Culture

Students will: 3.1 Be able to identify in Mandarin examples of Chinese cultural

products. 3.2 Learn names in Mandarin of major cities and geographical

locations in China. 3.3 Be able to identify areas of local interest in Shanghai, for

example, popular shopping areas and names of subway stations.

3.4 Be able to exchange greetings. 3.5 Learn about the Chinese calendar animals. 3.6 Learn about the customs associated with the Lunar New Year.

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Standard 1-MFL-2


Students will: 1.1 Be able to understand a range of familiar spoken phrases and

respond to a clear model of standard language. 1.2 Be able to exchange appropriate common social courtesies and

other formulaic expressions in face-to-face interactions. 1.3 Be able to exchange basic personal and biographical

information, for example, family members, identities and occupations.

1.4 Be able to make routine requests and informational inquiries in the classroom and in other contexts, for example, asking for repetition or clarification and asking where something is located or when it takes place.

1.5 Be able to use numbers in expressions relating to date, time and telephone numbers.

1.6 Be able to talk about common/everyday objects and activities, interests and hobbies at school and at home.

1.7 Be able to express likes and dislikes using simple explanations that show an understanding of adjectives.

1.8 Be able to use and respond to appropriate conventional social language of 6-8 exchanges in person and on the telephone.

1.9 Be able to respond to simple oral directions and requests. 1.10 Perform short, composed and memorised skits based on

familiar contexts and daily interactions. 1.11 Demonstrate an awareness of the pronunciation of sound

patterns and their meanings.

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Students understand and interpret written language on a variety of topics and write sentences with accuracy.

Standard 2-MFL-2

Literacy

Students will: 2.1 Be able to read aloud short narratives and dialogue texts

written in Pinyin and Chinese characters. 2.2 Be able to identify key information in written narratives of one

or two paragraphs in length and in short conversations.

2.3 Demonstrate an awareness of language organisation, for example, understand that the correspondence between sound and symbol is language-specific and arbitrary; understand that all languages have underlying organisation that can be understood in terms of patterns; understand that language is related to culture (e.g., in the difference between informal and polite usage); and understand the nature of Chinese script.

2.4 Be able to acquire information about the nature of Chinese script that has implications for how they learn, for example, that the minimal constituent element of a character is the stroke, then the component; they will learn the Mandarin and English names for common radical components, understand that there is a one-to-one correspondence between character and syllable, and attend to proper penmanship (i.e., stroke order and composition, spacing and alignment).

2.5 Be able to follow correct stroke order to memorise characters in writing.

2.6 Work towards a reading vocabulary of 100-160 words, of which they will be able to write 50.

2.7 Understand the meaning of radicals and be able to write 45-60. Students demonstrate knowledge and understanding of significant components of Chinese culture and cultural aspects of the Chinese language.

Standard 3-MFL-2

Culture

Students will: 3.1 Learn names in Mandarin of major cities and geographical

locations in China. 3.2 Be able to identify areas of local interest in Shanghai, for

example, popular shopping areas and names of subway stations.

3.3 Learn the names in Mandarin of the three most significant cultural celebrations (the Mid-Autumn Festival, Lunar New Year and the Dragon Boat Festival), along with associated artifacts, activities and expressions.

3.4 Demonstrate an understanding of Chinese etiquette. 3.5 Learn stories associated with Chinese characters. 3.6 Be able to understand and appreciate some of the differences

between Chinese and western cuisine.

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Standard 1-MFL-3


Students will: 1.1 Be able to understand the main points in short passages

composed of familiar language. 1.2 Be able to give introductions and oral reports on personal

interests and familiar events, for example, an extended weather forecast, their experiences of learning Mandarin and other experiences where they have had an occasion to use authentic language.

1.3 Be able to express intention and volition, as well as their failure to establish meaning, and be able to request additional information.

1.4 Be able to use numbers in relation to distance, time and money. 1.5 Be able to report on personal hobbies and interests. 1.6 Be able to identify and express misunderstandings in a variety

of skill modalities and to employ strategies for clarifying meaning and requesting clarification.

1.7 Be able to use and respond to appropriate conventional etiquette and other social norms, for example, to make requests, give polite refusals, give commands and admonitions, make suggestions, show appreciation and respond to holiday greetings.

1.8 Be able to discuss and contrast options and preferences in clothing, shopping, food, weather, transportation and other daily topics.

1.9 Be able to make routine requests and informational inquiries, for example, to ask for and provide street and transportation directions, to make inquiries about price, size, availability and taste when shopping, and to find out about the weather.

1.10 Be able to engage in a conversation of up to eight exchanges of taught content unrehearsed.

1.11 Be able to narrate sequences of events, for example, study and other lifestyle routines, to narrate shopping, dining and other experiences, to discuss the weather over a period of time and to give a sequence of directional commands.

1.12 Be able to explain their own personal development and growth in their ideas and habits in Mandarin.

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Students understand and interpret written language on a variety of topics and can write sentences with accuracy.

Standard 2-MFL-3

Literacy

Students will: 2.1 Be able to identify useful common signage in the school and

local environment, for example, exit and entrance, restroom signs with only Chinese characters and subway destinations.

2.2 Be able to read narratives and dialogues on familiar contexts comprised of approximately 100 Chinese characters.

2.3 Demonstrate a developing proficiency in their ability to read both Pinyin and Chinese characters aloud with standard pronunciation and stress patterns.

2.4 Use Pinyin to input Chinese characters in computer applications when writing short passages and dialogues.

2.5 Be able to use proper forms of Chinese punctuation, including the enumerative comma (、), and be aware of the difference between the English comma and its Chinese equivalent.

2.6 Demonstrate an awareness of language organisation as it contrasts with English, for example, demonstrate an increasing understanding of the contrast between Mandarin and English word order; understand that “part of speech” in Mandarin is often a function of use rather than an inherent, fixed category; give examples of how the English tense system is not equivalent to the Chinese system for marking events in time.

2.7 Extend their reading vocabulary to 160-220 words, of which they will be able to write at least 80.

2.8 Be able to write 60-71 radicals from memory.

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Standard 3-MFL-3

Culture

Students will: 3.1 Understand the history and traditions related to five major

Chinese festivals through class and community activities in Shanghai.

3.2 Use age-appropriate forms of expression to convey cultural awareness and values, for example, addressing people by appropriate titles, using language that denotes respect, yielding or indirectness (e.g., 你先, 不要了, 不用, 吧, 不好意思 ).

3.3 Be able to appreciate varieties of Chinese cooking in more depth by exploring the names of dishes.

3.4 Be able to express and respond to appreciation, compliments and apologies.

3.5 Be able to understand the basic structures of Chinese characters according to radicals and strokes.

3.6 Learn examples of words and expressions in Mandarin for which there may be no equivalent in English, or that don’t translate word for word into English. Examples: Mandarin verb-object compounds vs. English intransitive verbs, polite expressions such as “ 贵姓 ?”, 看 meaning variously “watch”, “see” or “look.”

3.7 Learn stories related to the development of the Chinese language.

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∗ Students present information, concepts and ideas to an audience of listeners.

Standard 1-MFL-4


Students will: 1.1 Be able to understand the main points and some of the details

from spoken dialogues, and identify and note personal responses.

1.2 Be able to exchange ideas on good language learning practices, and discuss their personal successes and challenges.

1.3 Learn about localities in Shanghai that are commonly visited by the international community.

1.4 Be able to describe the physical layout of familiar places (e.g., home, school and the city environs), and share perspectives on the relationship between living environment, lifestyle and society.

1.5 Be able to describe themselves and others in terms of personality and character traits.

1.6 Be able to make routine requests and informational inquiries on behalf of parents or others who are unable to speak Mandarin.

1.7 Be able to engage in a conversation that includes up to 10 exchanges of taught content unrehearsed.

1.8 Participate in digital learning communities. 1.9 Demonstrate generally accurate pronunciation and consistency

in intonation.

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∗ Students understand and interpret written language on a variety of topics.

∗ Students demonstrate understanding of Mandarin language organisation, and develop a progressive mastery of the forms and conventions of accurate expression.

Standard2-MFL-4 Literacy

Students will: 2.1 Be able to draw inferences and make predictions of meanings

based on key usage and grammatical understanding in oral and written language of slightly higher linguistic complexity at sentence level.

2.2 Be able to follow a series of instructional commands with graphic or other reinforcement aids, for example, draw maps according to spoken directions and read simple prescriptive instructions.

2.3 Be able to read narratives and dialogues based on familiar contexts comprised of an inventory of approximately 100-150 Chinese characters.

2.4 Be able to identify an extended inventory of character components with English and Mandarin terms of reference, and be able to make predictions about which component is the index radical for a given character.

2.5 Be able to transfer their understanding of the writing process and presentation to their drafting and writing in Mandarin.

2.6 Their reading vocabulary should be approximately 220-300 words, of which they will be able to write 110.

2.7 Be able to write 71 radicals from memory. Students demonstrate knowledge and understanding of significant components of Chinese culture and cultural aspects of the Chinese language.

Standard3-MFL-4 Culture

Students will: 3.1 Be able to understand the history and traditions related to five

major Chinese festivals in more depth through reading materials and class discussions.

3.2 Be able to discuss the artifacts, practices, symbols and traditions associated with the major Chinese cultural celebrations (the Mid-Autumn Festival, Lunar New Year and Dragon Boat Festival).

3.3 Be able to interact with Chinese people appropriately and with respect.

3.4 Learn the names of major cities and geographical locations in China.

3.5 Demonstrate an awareness of regional language variations. Examples: Students will be able to identify examples of Beijing vs. standard vs. non-standard pronunciation and usage, including examples from Shanghainese that influence Mandarin usage.

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Standard1-MFL-5


Students will: 1.1 Be able to understand the main points and opinions in oral

presentations, and be able to identify and provide personal responses.

1.2 Be able to express the same idea in multiple ways, for example, by using different ways of expressing greetings or requesting information, and be able to compensate for their lack of vocabulary by means of paraphrasing, questioning, synonyms and antonyms.

1.3 Be able to simulate travel arrangements and procedures. 1.4 Be able to describe physical states and conditions related to

health and fitness, and offer suggestions for maintaining good health, living a healthy life and treating illness and discomfort.

1.5 Be able to plan events and activities with others. 1.6 Develop and participate in school and/or community-related

Chinese cultural activities. 1.7 Be able to engage in a conversation of up to 12 exchanges of

taught content unrehearsed. 1.8 Be able to summarise statements within 20-30 seconds. 1.9 Be able to recite examples of traditional and/or folk songs,

poems and other artistic works associated with Chinese cultural celebrations.

1.10 Participate in digital learning communities. 1.11 Demonstrate generally accurate pronunciation and

consistency in intonation.

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Standard2-MFL-5

Literacy

Students will: 2.1 Be able to read narratives and dialogues on familiar contexts

comprised of an inventory of approximately 150-200 Chinese characters.

2.2 Be able to predict the meaning of new characters from their components.

2.3 Be able to write short passages to record ideas and feelings in Pinyin and Chinese characters.

2.4 Be able to produce Chinese character-Pinyin mixed passages of 100 words in length.

2.5 Be able to use a variety of linguistic reference sources. 2.6 Be able to write in varied forms and for varied purposes, for

example, handwritten and digital informational requests and inquiries, notes and letters.

2.7 Be able to use online language resources and develop the ability to input Chinese characters on the computer.

2.8 Be able to read 300-400 words, of which they will be able to write 150.


Standard3-MFL-5

Culture

Students will: 3.1 Learn about the history and traditions related to family,

ancestors and the extended family. 3.2 Gain an understanding of culture through various expressive art

forms, for example, martial arts, calligraphy, Chinese painting, Peking Opera, paper cutting, kites and pottery.

3.3 Learn about Chinese ethics and values in society. 3.4 Explore embedded cultural elements in the Chinese language. 3.5 Demonstrate an expanding awareness of language and its

organisation. 3.6 Demonstrate a developing proficiency in Chinese penmanship. 3.7 Learn about famous people in Chinese history, such as

Confucius and Zheng He.

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Standard1-MFL-6


Students will: 1.1 Be able to understand the main points and opinions in oral

presentations, and be able to identify and provide personal responses.

1.2 Be able to express ideas in multiple ways, for example, by using a variety of question forms, using variant word orders and compensating for lack of vocabulary by means of paraphrasing, definitions, antonyms and synonyms.

1.3 Be able to discuss various transitional periods in their lives, for example, moving, changing family situations, age, friendships and interests.

1.4 Be able to paraphrase formal examples of informational signage in more colloquial forms.

1.5 Develop and participate in school and/or community-related Chinese cultural activities.

1.6 Be able to engage in conversations of at least two minutes on learnt topics unrehearsed.

1.7 Be able to deliver an oral presentation of approximately 30-45 seconds on learnt topics.

1.8 Participate in digital learning communities. 1.9 Demonstrate good, clear pronunciation and intonation.

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Standard2-MFL-6

Literacy

Students will: 2.1 Be able to read narratives and dialogues on familiar topics

comprised of an inventory of approximately 200 Chinese characters.

2.2 Be able to follow multi-stage procedural instructions, for example, cooking directions, product usage, course and classroom procedures, making arrangements and adjustments to the physical layout.


2.4 Develop the habit for intensive reading (taught texts) and extensive reading (supplementary texts).

2.5 Be able to write 150-200 words in a variety of formats composed of Chinese characters and Pinyin, for example, notes, short letters, e-mails, thank you letters and personal essays.

2.6 Demonstrate an understanding of Chinese punctuation conventions that differ from those used in English.

2.7 Be able to read between 400-520 words, of which they will be able to write 200.

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∗ Students demonstrate knowledge and understanding of significant components of Chinese culture and cultural aspects of the Chinese language.

∗ Students demonstrate understanding of Chinese culture by making comparisons with their own personal experiences.


Students will: 3.1 Understand the history and traditions related to family,

ancestors and the extended family. 3.2 Be able to discuss Shanghai as a Chinese cultural

environment. 3.3 Learn about Chinese ethics and values in society through folk

stories. 3.4 Learn about famous people through the study of Chinese

history. 3.5 Demonstrate their developing proficiency in Chinese

penmanship. 3.6 Be able to identify and characterise differences between

Chinese and non-Chinese forms of popular culture, entertainment and public life.

3.7 Be able to characterise the changing urban and rural landscape of China.

3.8 Be able to research information about scenic spots and historical sites in Beijing, Shanghai and Xi’an.

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Standard1-MFL-7


Students will: 1.1 Be able to understand the difference between present, past and

future events in less familiar contexts. 1.2 Be able to paraphrase some formal examples of informational

signage in more colloquial forms. 1.3 Begin to use different ways to make requests, initiate

conversations and offer comments for different audiences. 1.4 Be able to assume a variety of speaking roles, for example, to

participate in and facilitate debates and cultural presentations, to serve as a cultural and linguistic interlocutor, and to give and respond to feedback on linguistic performance.

1.5 Be able to develop a paragraph-length discourse through the use of connective and cohesive devices, main points, supporting evidence and summary statements.

1.6 Be able to discuss the influence of contemporary media on society.

1.7 Be able to carry out a presentation on a learnt topic for 45-60 seconds.

1.8 Demonstrate good, clear pronunciation and intonation.

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Standard2-MFL-7

Literacy

Students will: 2.1 Be able to read narratives and dialogues on familiar topics

comprised of an inventory of approximately 250 Chinese characters. 2.2 Be able to comprehend texts, summarise main ideas with

some detail and raise questions according to context. 2.3 Write short messages using learnt characters and phrases of

260 words in length, 150–200 words with characters only, under exam conditions.

2.4 Learn to use a dictionary to support independent reading and writing.

2.5 Develop a habit of intensive reading (taught texts) and extensive reading (supplementary texts).

2.6 Be able to paraphrase and use examples of common idioms. 2.7 Be able to cite examples of Mandarin usage for which no direct

English equivalent exists. 2.8 Be able to read between 520-640 words, of which they will be

able to write 260. ∗ Students demonstrate knowledge and understanding of

significant components of Chinese culture and cultural aspects of the Chinese language.

∗ Students demonstrate an understanding of Chinese culture by making comparisons with their own personal experiences.


Students will: 3.1 Learn about how Chinese religions differ from other religions. 3.2 Explore embedded cultural elements in the Chinese language,

such as the evolution of Chinese characters. 3.3 Understand the history and traditions related to family and

human relations. 3.4 Understand the differences between Chinese and western

celebrities. 3.5 Understand some of the differences between the northern and

southern parts of China. 3.6 Develop a comparative awareness of language, for example, of

idiomatic expressions or usages with no direct English counterpart and patterns in the Mandarin acquisition of foreign loanwords.

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MFL 8-Level Descriptors




Standard1-MFL-8


Students will: 1.1 Be able to understand longer passages and recognise people’s

differing points of view. 1.2 Be able to make requests, initiate conversations and offer

comments for different audiences in different ways. 1.3 Be able to assume a variety of speaking roles, for example, to

participate in and facilitate debates and cultural presentations, to serve as a cultural and linguistic interlocutor, and to give and respond to feedback on linguistic performance.


1.5 Be able to carry out a presentation on a learnt topic for one to 1.5 minutes, showing reasonable coherence and richness in content.

1.6 Be able to recite examples of traditional and/or folk songs, poems and other artistic works associated with Chinese cultural celebrations.

1.7 Demonstrate good, clear pronunciation and intonation, and generally accurate use of language.

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MFL 8-Level Descriptors



Standard2-MFL-8

Literacy


comprised of an inventory of approximately 300 Chinese characters.

2.2 Be able to comprehend texts, summarise main ideas with detail and raise questions according to context.

2.3 Be able to write short messages using learnt characters and phrases of 260 words in length, 200–250 words with characters only, under exam conditions.

2.4 Use paper and online dictionaries to support independent reading and writing.

2.5 Develop a habit of intensive reading (taught texts) and extensive reading (supplementary texts).

2.6 Be able to paraphrase and use examples of common idioms. 2.7 Be able to cite examples of Mandarin usage for which no direct

English equivalent exists. 2.8 Be able to read between 640-760 words, of which they will be

able to write 320. ∗ Students demonstrate knowledge and understanding of




Students will: 3.1 Understand the role of women in Chinese society. 3.2 Understand the contributions that Chinese nationals overseas

make in American, Australian, English and Chinese societies. 3.3 Learn about how Chinese food and drinks play an important

role in Chinese culture. 3.4 Be able to communicate using Chinese social intercourse terms

and be courteous. 3.5 Learn about famous people in Chinese history between 1921

and 1949. 3.6 Learn about the four Chinese inventions and their global

impact.

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MFL IGCSE-Level Descriptors

Mandarin as a Foreign Language – IGCSE



Standard1-IGCSE-

B


Students will: 1.1 Be able to understand the main points in longer conversations

and use accurate spoken language in a range of styles and situations.

1.2 Be able to communicate clearly, effectively and confidently in a wide range of situations.

1.3 Be able to paraphrase formal examples of informational signage in more colloquial forms.

1.4 Be able to use different approaches to make requests and offer comments on various topics.


1.6 Be able to carry out a presentation on a learnt topic for 1.5 minutes showing reasonable coherence and richness in content.

1.7 Demonstrate good pronunciation and intonation, and generally accurate use of language.

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MFL IGCSE-Level Descriptors



Standard2-IGCSE-

B

Literacy



2.2 Be able to comprehend texts, summarise main ideas in detail and raise questions according to context.

2.3 Be able to apply examples of Chinese rhetorical style to writing and speaking.

2.4 Be able to write short messages using learnt characters and phrases, 250-300 words in length with characters only, under exam conditions.

2.5 Use paper and online dictionaries to support independent reading and writing.

2.6 Learn to use culturally-nuanced idioms that reflect and reveal Chinese perspectives and/or are used in association with cultural occasions.

2.7 Be able to cite examples of Mandarin usage for which no direct English equivalent exists.

2.8 Be able to read between 760-880 words, of which they will be able to write 380.

∗ Students demonstrate knowledge and understanding of



Standard3-IGCSE-

B Culture

Students will: 3.1 Be able to talk about the educational system in China and

contrast student lifestyles and educational expectations with those in England and/or other international contexts.

3.2 Learn about Confucian ethics and values that impact on society and on human behaviour.

3.3 Explore embedded cultural and value elements in the Chinese language, particularly in four-character idioms.

3.4 Be able to listen and respond to a range of Chinese media. 3.5 Learn more about famous people in Chinese history

between 1949 and the present day.

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August 2010

MFL IB-Level Descriptors

Mandarin as a Foreign Language – IB



Standard1-IB-B


Students will: 1.1 Be able to understand the main points in conversations and use

accurate spoken language in a range of styles and situations. 1.2 Be able to communicate clearly, effectively and confidently in a

wide range of situations. 1.3 Analyse and discuss the lifestyle, social and political changes in

contemporary China and their relationship to global issues. 1.4 Be able to discuss varied viewpoints and contrasting opinions

on major issues at school. 1.5 Be able to identify some key issues facing China’s standing in

the global community. 1.6 Be able to state and support Chinese and non-Chinese

positions on controversial issues and develop persuasive arguments for debates and discussions.

1.7 Be able to express a mature personal understanding of China and the Chinese, and the role that language study and living in both an international and a Chinese context has played in that maturation.

1.8 Be able to carry out a presentation on a learnt topic for between 2.5 and four minutes showing coherence and richness in content.

1.9 Demonstrate good pronunciation and intonation, and generally accurate use of language.

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August 2010

MFL IB-Level Descriptors



Standard2-IB-B

Literacy

Students will: 2.1 Be able to read and follow product information directions. 2.2 Be able to read narratives and dialogues on familiar contexts


2.3 Be able to comprehend texts, summarise main ideas in detail and key points, and be able to raise questions in differing contexts.

2.4 Be able to apply examples of Chinese rhetorical style to writing and speaking.

2.5 Be able to write an essay using learnt characters and phrases, 380-600 words in length with characters only, 300 words for Standard-level and 480 for Higher-level (Language B), under exam conditions.

2.6 Be able to use paper and online dictionaries to support independent reading and writing.

2.7 Learn to use culturally-nuanced idioms that reflect and reveal Chinese perspectives and/or are used in association with cultural occasions.

2.8 Be able to read between 880-1000 words at Standard-level and 1000-1500 at Higher-level.

2.9 Be able to write 440 words at Standard-level and 600 words at Higher-level (Language B).




Standard3-IB-B Culture

Students will: 3.1 Understand the differences between Chinese and western

educational systems, practices and philosophies. 3.2 Demonstrate an understanding of issues relating to pollution

and environmental protection. 3.3 Demonstrate an understanding of issues relating to

technological and other developments in modern China. 3.4 Learn about health preservation, Chinese medicine and the five

elements. 3.5 Learn about famous practitioners of Chinese medicine. 3.6 Be able to contrast Chinese and non-Chinese cultural

practices, societies, lifestyles and behaviours.

Page 26


August 2010

MNL1-Level Descriptors

Mandarin as a Native Language – Level 1


Standard1-MNL-1


Students will: 1.1 Demonstrate accuracy in Pinyin and pronunciation. 1.2 Be able to make simple statements. 1.3 Be able to have conversations on basic needs, daily routines,

locations, directions, time and shopping. 1.4 Be able to use basic sentence connectors in communication to

express consequence, conjunctives and sequence, for example, yinwei, suoyi, jieguo, ruguo and najiu.

1.5 Be able to repeat or retell a simple story. 1.6 Be able to comprehend and discuss basic personal background

information, for example, family, school, community, living environment and travel experiences.

1.7 Be able to memorise fifteen poems. ∗ Students understand and interpret written language on a

variety of topics and write sentences with accuracy.

Standard2-MNL-1

Literacy

Students will: 2.1 Be able to recognise 200 characters, of which they are able to

write 100. 2.2 Master basic stroke order and important radicals. 2.3 Be able to recognise directional signs and frequently used

words displayed in public places in Shanghai. 2.4 Be able to read aloud and comprehend simple materials about

self, friends, family and school. 2.5 Read daily: for at least 10 minutes. ∗ Students demonstrate knowledge and understanding of


Standard3-MNL-1

Culture

Students will: 3.1 Explore Chinese cuisine. 3.2 Demonstrate respect to elders. 3.3 Develop an appreciation of the beauty of Chinese characters

and calligraphy. 3.4 Learn to exchange holiday greetings. 3.5 Learn about the twelve Chinese calendar animals. 3.6 Learn about customs associated with the Lunar New Year.

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August 2010




Standard1-MNL-2


Students will: 1.1 Be able to understand and provide information about simple

events in the past, present and future. 1.2 Be able to comprehend and express daily/familiar events and

routines, along with simple expressions of emotion and opinion in complete and clear sentences.

1.3 Demonstrate increasing grammatical accuracy. 1.4 Be able to read aloud texts correctly, clearly and fluently using Pinyin when necessary. 1.5 Be able to comprehend and retell stories and/or the main ideas

of statements or of a speech. 1.6 Be able to recite 12 ancient Chinese poems with

understanding. ∗ Students understand and interpret written language on a

variety of topics and write sentences with accuracy.

Standard2-MNL-2

Literacy

Students will: 2.1 Recognise an additional 200-250 Chinese characters, of which

they will be able to write 200. Their total vocabulary target should be approximately 450-500 characters.

2.2 Extend their vocabulary range by utilising the Shanghai environment.

2.3 Be able to comprehend texts, summarise main ideas and raise questions according to context.

2.4 Read daily: for at least 15 minutes. 2.5 Master 35-40 basic stroke orders, important radicals and

character components. 2.6 Use commas, full stops and question marks correctly. 2.7 Write several coherent sentences based on pictures or basic

personal information using learnt characters and phrases. 2.8 Write short messages using learnt characters and phrases.

Their writing target should be approximately 80-100 characters.

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August 2010



Standard3-MNL-2

Culture

Students will: 3.1 Learn names in Mandarin of major cities and geographical

locations in China. 3.2 Identify local areas of popular interest in Shanghai. 3.3 Learn the names in Mandarin of the three most significant

cultural celebrations (the Mid-Autumn Festival, Lunar New Year and the Dragon Boat Festival) along with associated artifacts, activities and expressions.

3.4 Demonstrate an understanding of Chinese etiquette. 3.5 Learn stories associated with the history of Chinese characters.3.6 Be able to understand and articulate some of the differences

between Chinese and Western cuisine.

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August 2010




Standard1-MNL-3


Students will: 1.1 Be able to comprehend various simple stories related to daily

life. 1.2 Be able to understand public announcements. 1.3 Employ standard pronunciation when speaking. 1.4 Be able to use sentence connectors to describe cause,

consequence and sequential matters. 1.5 Be able to express simple opinions on school subjects and

activities, personal interests and travel or other experiences. 1.6 Develop language skills (important Chinese words or sentence

structure) in story telling, summarising and expressing emotions and feelings.

1.7 Be able to understand oral descriptions of people, events and situations.

∗ Students understand and interpret written language on a

variety of topics and write sentences with accuracy. ∗ Students reinforce and further their knowledge of Mandarin

by making cross-curricular connections.

Standard2-MNL-3

Literacy

Students will: 2.1 Be able to recognise an additional 250-300 characters, of which

they will be able to write 200. Their total vocabulary target should be approximately 600-700 characters.

2.2 Be able to comprehend texts, summarise main ideas with some details and raise questions according to context.

2.3 Read daily: for at least 15 minutes. 2.4 Use exclamation marks, speech marks and colons correctly. 2.5 Write paragraphs using coherent sentences based on pictures

and descriptive paragraphs. Write simple, imaginary stories using learnt characters and phrases.

2.6 Write short letters about familiar events and routines, along with simple expressions of emotion and opinion using learnt characters and phrases.

2.7 Learn to use a Chinese dictionary for independent writing projects.

2.8 Their writing target should be approximately 150 characters.

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August 2010



Standard3-MNL-3

Culture



3.2 Use age-appropriate forms of expression to convey cultural awareness and values. Examples: Students will address people using appropriate titles and language that denotes respect, yielding or indirectness (e.g. 你先, 不要了, 不用, 吧, 不好意思 ).



3.5 Understand the basic structures of Chinese characters according to radicals and strokes.

3.6 Learn examples of words and expressions in Mandarin for which there may be no equivalent in English, or that don’t translate word for word into English. Examples: Mandarin verb-object compounds vs. English intransitive verbs, polite expressions such as “贵姓?”, “看” meaning variously “watch”, “see” or “look”.


Page 31


August 2010




∗ Students present information, concepts and ideas on a variety of topics.

Standard1-MNL-4


Students will: 1.1 Be able to interpret the emotions of a person telling a story. 1.2 Be able to understand advertisements broadcast on TV. 1.3 Be able to describe school life and express opinions on

subjects studied more creatively. 1.4 Be able to express opinions and feelings on ethical issues. 1.5 Be able to handle interviews properly and obtain information

effectively. 1.6 Be able to articulate personal physical discomfort and

emotional stress. 1.7 Be able to understand and use classical paragraph connectors,

e.g., zhiyu, huanjuhuashuo, zongzhi to emphasise, summarise and communicate effectively.

1.8 Be able to understand and use some written “shumianyu” in communication.

1.9 Develop proficiency in various forms of questioning and reasoning by using the five Ws (when, where, who, what and why) and one H (how).

1.10 Be able to recite twelve ancient Chinese poems with understanding.

Page 32


August 2010


∗ Students understand and interpret written language on a variety of topics and write sentences with accuracy.

∗ Students reinforce and further their knowledge of Mandarin by making cross-curricular connections.

Standard2-MNL-4

Literacy

Students will: 2.1 Recognise an additional 300-350 characters and be able to

write 250 of them. Their total vocabulary target should be approximately 800-850 characters.

2.2 Read daily: for at least 20 minutes. 2.3 Read a map of China and understand geographical features. 2.4 Read narrative, descriptive and argumentative essays and

extract key points. 2.5 Read and understand the gist of advertisements, public notices

and forms. 2.6 Extend their vocabulary range to include written “shumianyu”

and idioms by fully utilising the China environment. 2.7 Write essays of several paragraphs with proper classical

sentence and paragraph connectors. 2.8 Their writing target should be approximately 250-300

characters. ∗ Students demonstrate knowledge and understanding of


Standard3-MNL-4

Culture


Chinese festivals in more depth through reading materials and class discussions.

3.2 Discuss the artifacts, practices, symbols and traditions associated with the major Chinese cultural celebrations (the Mid-Autumn Festival, Lunar New Year and Dragon Boat Festival).

3.3 Interact with Chinese people appropriately and with respect. 3.4 Learn the names of major cities and geographical locations in

China. 3.5 Demonstrate an awareness of regional language variations.

Examples: Students will be able to identify examples of Beijing vs. standard vs. non-standard pronunciation and usage, including examples from Shanghainese that influence Mandarin usage.

Page 33


August 2010





Standard1-MNL-5


Students will: 1.1 Listen to articles or stories and be able to identify key

sentences, obtain information and summarise. 1.2 Be able to understand and use some written “shumianyu” in

communication. 1.3 Be able to tell a childhood story, including experiences related

to emotions and feelings. 1.4 Be able to explore and explain happy and difficult incidents in

life and discuss possible solutions. 1.5 Be able to comprehend and retell stories, the main idea of an

article and/or specific details of statements or speeches using coherent sentences. They will be able to present arguments from multiple perspectives by giving supporting reasons.

1.6 Be able to recite 19 ancient Chinese poems. ∗ Students understand and interpret written language on a

variety of topics and write sentences with accuracy. ∗ Students reinforce and further their knowledge of Mandarin

by making cross-curricular connections. ∗ Students widen and deepen their language awareness by

means of literature, news reports and commentaries.

Standard2-MNL-5

Literacy

Students will: 2.1 Recognise an additional 300-350 characters and be able to

write 250 of them. Their total vocabulary target should be approximately 1000-1200 characters.

2.2 Read daily: for at least 20 minutes. 2.3 Improve silent reading skills and aim for 100-120 words per

minute. 2.4 Read and understand some complex narrative, descriptive and

argumentative essays, and be able to extract key points. 2.5 Read, understand and express abstract concepts in articles

related to happiness, love, literature and music appreciation. 2.6 Enhance their appreciation of different writing styles. 2.7 Use a Chinese dictionary for independent writing projects. 2.8 Work towards a writing target of 350-400 characters. 2.9 Be able to compose a 300-word piece on a familiar topic under

exam conditions, with reasonable content, linguistic accuracy and appropriate style.

Page 34


August 2010



Standard3-MNL-5

Culture

Students will: 3.1 Learn about the history and traditions related to family,

ancestors and the extended family. 3.2 Gain an understanding of culture through various expressive

art forms, for example, martial arts, calligraphy, Chinese painting, Peking Opera, paper cutting, kites and pottery.

3.3 Learn about Chinese ethics and values in society. 3.4 Explore embedded cultural elements in the Chinese language. 3.5 Demonstrate a developing awareness of the language and its

organisation. 3.6 Demonstrate a developing proficiency in Chinese penmanship. 3.7 Learn about famous people in Chinese history, such as


Page 35


August 2010





∗ Students present persuasive arguments with supporting materials.

Standard1-MNL-6


Students will: 1.1 Listen to articles related to social and cultural issues, and be

able to obtain information, summarise and express opinions. 1.2 Listen to radio and TV news broadcasts with understanding,

and be able to summarise, express opinions and present points of view.

1.3 Be able to recognise and appreciate different communication styles in presentations, interviews and news reports.

1.4 Use an increasing range of words and phrases to express the same idea.

1.5 Be able to understand and use some written “shumianyu” in communication.

1.6 Be able to explain and express opinions and feelings on ethical values related to social issues, such as crime, elections and poverty.

1.7 Be able to handle interviews properly and obtain information on social issues effectively.

1.8 Be able to present arguments from multiple perspectives and give effective reasons for a given argument.

Page 36


August 2010


∗ Students understand and interpret written language on a variety of topics and write sentences with accuracy.


∗ Students widen and deepen their language awareness by means of literature, news reports and commentaries.

Standard2-MNL-6

Literacy

Students will: 2.1 Be able to recognise an additional 300-350 characters. They

will work towards a total vocabulary target of 1500-2000 characters.

2.2 Improve silent reading skills and aim for 150-180 words per minute.

2.3 Read daily: for at least 20 minutes. 2.4 Be able to understand and interpret emotions and feelings

expressed in descriptive writing. 2.5 Be able to read and understand complex narrative, descriptive

and argumentative essays, and be able to extract key points. 2.6 Be able to read, understand and express opinions and feelings

on ethical values related to social issues, such as crime, elections and poverty.

2.7 Be able to present a written report after interviewing and collecting information on a specific social issue, such as a festival, China’s modernisation, etc.

2.8 Use a Chinese dictionary for independent writing projects. 2.9 Work towards a writing target of 400-450 characters. 2.10 Be able to compose a 300-word piece on a familiar topic

under exam conditions. ∗ Students demonstrate knowledge and understanding of


Standard3-MNL-6

Culture

Students will: 3.1 Understand the history and traditions related to family,

ancestors and the extended family. 3.2 Discuss Shanghai as a Chinese cultural environment. 3.3 Learn about Chinese ethics and values in society through folk

stories. 3.4 Learn about famous people through the study of Chinese

history. 3.5 Demonstrate a developing proficiency in Chinese penmanship. 3.6 Be able to identify and characterise differences between



3.8 Be able to research information about scenic spots and historical sites in Beijing, Shanghai and Xi’an.

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August 2010






∗ Students analyse and interpret what is seen and heard.

Standard1-MNL-7


Students will: 1.1 Listen attentively, and then organise and classify information on

a number of topics. 1.2 Listen to and communicate connected ideas, and relate

carefully constructed narratives about real and fictional events. 1.3 Be able to express and respond to a range of ideas and

opinions. 1.4 Be able to describe things and events, to convey messages

and to express thoughts and opinions in different ways. 1.5 Be able to contribute collaboratively in group situations by

asking questions and building on the ideas of others. 1.6 Be able to use convincing language and tone of voice to

persuade. 1.7 Be able to work with other members of a group to establish a

clear purpose and procedure for solving a problem.

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August 2010




∗ Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately.

Standard2-MNL-7

Literacy

Students will: 2.1 Recognise an additional 300-350 characters. They will work

towards a total vocabulary target of 2000-2500 characters. 2.2 Improve silent reading skills and aim for 200-280 words per

minute. 2.3 Be able to recognise and appreciate different communication

styles in written presentations, interviews and news reports. 2.4 Be able to read and understand more complex narrative,

descriptive and argumentative essays, and to extract key points.

2.5 Be able to understand and interpret implications and impacts in complex essays on certain issues.

2.6 Be able to comprehend ethical values related to social issues such as crime, elections and poverty.

2.7 Be able to analyse and argue an issue from various perspectives with greater reasoning skill.

2.8 Use a dictionary for independent writing projects. 2.9 Work towards a writing target of 600-650 characters. 2.10 Be able to compose a 450-word piece under exam

conditions. ∗ Students demonstrate knowledge and understanding of


Standard3-MNL-7

Culture

Students will: 3.1 Learn about Chinese religions and how they are different to

other world religions. 3.2 Explore embedded cultural elements in the Chinese language,

such as the evolution of Chinese characters. 3.3 Understand the history and traditions related to family and

human relations. 3.4 Understand the differences and similarities between Chinese

and western celebrities. 3.5 Understand some of the differences between the northern and

southern parts of China. 3.6 Develop a comparative awareness of language.

Examples: Students will learn examples of idiomatic expressions or usages with no direct English counterpart, and see patterns in the Mandarin acquisition of foreign loanwords.

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August 2010






∗ Students critically analyse and interpret the seen and spoken word for implied and hidden meanings.

Standard1-MNL-8


Students will: 1.1 Be able to explore, develop and explain ideas. 1.2 Be able to share ideas, insights and opinions. 1.3 Be able to listen and respond to a range of people and media. 1.4 Be able to use specialised vocabulary appropriate to the topic

in oral presentations. 1.5 Be able to identify the characteristics of different types of

speech and use them appropriately. 1.6 Be able to understand and explain the central theme of a video

or film. 1.7 Be able to analyse and express a considered viewpoint

regarding current affairs. 1.8 Be able to negotiate agreement in groups through role-play.

Page 40


August 2010





Standard2-MNL-8

Literacy

Students will: 2.1 Consolidate vocabulary already learnt. 2.2 Improve silent reading skills and aim for 250-330 words per

minute. 2.3 Understand and interpret implications and impacts in complex

essays on a variety of issues. 2.4 Use an increasing range of words and phrases, including

“shumianyu”, to express the same idea in writing. 2.5 Use different ways to describe things, to convey messages and

to express ideas and opinions. 2.6 Learn about famous writers and write about their lives, their

most important works and discuss their impact on the literary world.

2.7 Use a Chinese dictionary for independent reading and writing. 2.8 Work towards a writing target of 650-700 characters. 2.9 Compose a 500-word piece under exam conditions. ∗ Students demonstrate knowledge and understanding of


∗ Students demonstrate understanding of Chinese culture by comparing it to their own experiences.

Standard3-MNL-8

Culture


make in American, Australian, English and Chinese societies. 3.3 Learn about how Chinese food and drinks play an important

role in Chinese culture. 3.4 Understand Chinese social intercourse conventions. 3.5 Learn more about famous people in Chinese history between

1921 and 1949. 3.6 Learn about the four major Chinese inventions and their global

impact.

Page 41


August 2010

MNL IGCSE-Level Descriptors

Mandarin as a Native Language – IGCSE





Standard1-IGCSE


Students will: 1.1 Listen to articles related to social, cultural and political issues,

and be able to obtain information, summarise and express opinions.

1.2 Be able to communicate clearly, fluently and effectively in a wide range of situations.

1.3 Be able to report and describe events and observations. 1.4 Be able to communicate opinions to a range of audiences. 1.5 Be able to listen to, recall and re-present information. 1.6 Be able to deal appropriately with an opposing point of view. 1.7 Use an extended range of words and phrases to express the

same idea. 1.8 Learn about famous, early-twentieth-century writers, and be

able to talk about their lives, their most important works and their impact on world literature.

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August 2010





∗ Students read and respond to historically or culturally significant works of literature that reflect and enhance their critical thinking and knowledge of literature.

Standard2-IGCSE

Literacy

Students will: 2.1 Work towards a total vocabulary of about 3000-3500 words. 2.2 Work towards a silent reading rate of 350-400 words per

minute. 2.3 Be able to understand and interpret implications and impacts in complex essays on certain issues. 2.4 Be able to employ better choices and a wider variety of words

or phrases, including “shumianyu”, in their writing. 2.5 Be able to describe things, convey messages and express

ideas and opinions in different ways. 2.6 Be able to express an informed personal response to literary

and non-literary texts, and demonstrate the ability to approach works independently.

2.7 Learn about some famous authors and be able to write about their lives, their most important works and their impact on world literature.

2.8 Be able to use a dictionary for independent reading and writing. 2.9 Work towards a writing target of approximately 800-1100

characters. 2.10 Be able to compose a 600-1000 word piece under exam

conditions.

Page 43


August 2010



∗ Students demonstrate understanding of Chinese culture by comparing it to their own.

Standard3-IGCSE

Culture

Students will: 3.1 Learn about the educational system in China, and be able to

contrast student lifestyles and educational expectations with those in England and/or the international context.

3.2 Learn about how Confucian ethics and values impact on society and on human behaviour.

3.3 Explore embedded cultural and value elements in the Chinese language, particularly in four-character idioms.

3.4 Learn more about Chinese media. 3.5 Learn more about famous people in Chinese history between

1949 and the present day.

Page 44


August 2010

MNL IB-Level Descriptors

Mandarin as a Native Language – IB





Standard1-IB


Students will: 1.1 Be able to express ideas with clarity, coherence, conciseness,

precision and fluency in oral communication. They will also be able to identify key points and to justify a point of view.

1.2 Demonstrate a command of the language appropriate for the study of literature and an appreciation of the need for an effective choice of register and style in oral communication.

1.3 Learn about some famous authors and be able to talk about their lives, their most important works and their impact on world literature.

1.4 Be able to structure ideas and arguments, both orally and in writing, in a sustained and logical way, and to support them with precise and relevant examples.

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August 2010





∗ Students read and respond to historically or culturally significant works of literature that reflect and enhance their critical thinking and knowledge of literature.

Standard2-IB-A

Literacy

Students will: 2.1 Seldom use a dictionary for independent reading and writing. 2.2 Work towards a silent reading rate of 400 words per minute. 2.3 Be able to understand and interpret implications and impacts in

complex essays on certain issues. 2.4 Demonstrate a sound approach to literature through

consideration of works studied. 2.5 Be able to use language to narrate, describe, analyse, explain,

argue, persuade, inform, entertain and express feeling. 2.6 Be able to express an informed personal response to literary

and non-literary texts, and demonstrate the ability to approach works independently.

2.7 Demonstrate a thorough knowledge both of individual works studied and of the relationships between groups of works studied.

2.8 Be able to differentiate the main ideas in a text from the secondary ideas.

2.9 Work towards a writing target of 1500-2000 characters. 2.10 Be able to compose a 1200-1600 word piece under exam

conditions (the IGCSE Language A requirement).

Page 46


August 2010




Standard3-IB-A

Culture

Students will: 3.1 Demonstrate an awareness of the differences between Chinese

and western educational systems, practices and philosophies. 3.2 Demonstrate an understanding of issues relating to pollution

and environmental protection. 3.3 Demonstrate an understanding of issues relating to

technological and other developments in modern China. 3.4 Learn about health preservation, Chinese medicine and the five

elements. 3.5 Learn about famous practitioners of Chinese medicine. 3.6 Be able to contrast Chinese and non-Chinese cultural practices,

societies, lifestyles and behaviours.

Page 47


August 2010

MSL1-Level Descriptors

Mandarin as a Second Language – Level 1


Standard1-MSL-1


Students will: 1.1 Be able to understand the most common instructions in

Chinese Made Easy for Kids. 1.2 Be able to report on personal hobbies and interests. 1.3 Be able to express opinions and preferences about daily topics. 1.4 Be able to make routine requests and informational inquiries. 1.5 Be able to express their failure to establish meaning and to

request additional information. 1.6 Be able to repeat or retell a simple story. 1.7 Be able to answer questions using single phrases and short

sentences intelligibly, albeit with structural errors. 1.8 Be able to memorise simple poems. ∗ Students understand and interpret written language on a

variety of topics.

Standard2-MSL-1

Literacy

Students will: 2.1 Be able to predict the meaning of new characters from their components. 2.2 Be able to detect units of meaning in a sentence to aid

comprehension. 2.3 Read daily: for at least 10 minutes. 2.4 Be able to write short passages to record ideas and feelings in

Pinyin and Chinese characters. 2.5 Be able to use online language resources and develop the

ability to input Chinese characters on the computer. 2.6 Be able to transfer their understanding of the writing process

and presentation to their drafting and writing in Mandarin. 2.7 Extend their reading vocabulary to between 160-200

characters, of which they will be able to write 80-100. 2.8 Be able to write 71 radicals from memory.

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August 2010



Standard3-MSL-1 Culture

Students will: 3.1 Learn the names in Mandarin of major cities and

geographical locations in China, as well as areas of local interest, popular shopping areas and subway stations in Shanghai.

3.2 Learn the names in Mandarin of the three most significant cultural celebrations (the Mid-Autumn Festival, Lunar New Year and the Dragon Boat Festival) along with associated artifacts, activities and expressions.

3.3 Demonstrate an understanding of Chinese etiquette. 3.4 Learn stories associated with Chinese characters. 3.5 Understand some of the differences between Chinese and

western cuisine.

Page 49


August 2010




Standard1-MSL-2


Students will: 1.1 Be able to understand common instructions in Mandarin. 1.2 Be able to ask for instructions, help and permission in

Mandarin. 1.3 Be able to answer questions using short, intelligible and

structurally sound sentences. 1.4 Be able to exchange ideas on good language learning practices

and discuss their personal successes and challenges. 1.5 Be able to describe themselves and others in terms of

personality and character traits. 1.6 Be able to listen with understanding to popular songs and to

seasonal or holiday sayings. 1.7 Be able to understand and provide information about simple

events in the past, present and future. 1.8 Demonstrate overall grammatical accuracy. 1.9 Be able to comprehend, retell and summarise stories. 1.10 Be able to recite short songs and other literature associated

with cultural occasions. 1.11 Employ standard pronunciation when speaking

Page 50


August 2010



Standard2-MSL-2

Literacy


comprised of an inventory of Chinese characters only. 2.2 Be able to predict the meaning of new characters from their

components. 2.3 Be able to detect units of meaning in a sentence to aid

comprehension. 2.4 Read daily: for at least 10 minutes. 2.5 Be able to master 35-40 basic stroke orders and important

radicals and character components as character “building blocks”.

2.6 Be able to write short passages to record ideas and feelings in Pinyin and Chinese characters.

2.7 Be able to write in varied forms and for varied purposes. Examples: handwritten and digital informational requests and inquiries, notes and letters.

2.8 Be able to use online language resources and develop their ability to input Chinese characters on the computer.

2.9 Extend their reading vocabulary to 200-300 characters, of which they will be able to write 100-150.

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August 2010






3.2 Be able to use age-appropriate forms of expression to convey cultural awareness and values. Examples: addressing people by appropriate titles, using language that denotes respect, yielding or indirectness (e.g., 你先, 不要了, 不用, 吧, 不好意思 ).



3.5 Be able to understand the basic structures of Chinese characters according to their radicals and strokes.

3.6 Be able to cite examples of words and expressions in Mandarin for which there may be no direct equivalent in English, or that don’t translate word for word into English. Examples: Mandarin verb-object compounds vs. English intransitive verbs, polite expressions such as“贵姓?”, Mandarin 看 meaning variously “watch”, “see” or “look”.


Page 52


August 2010





Standard1-MSL-3


Students will: 1.1 Be able to understand the main points and opinions in spoken

exchanges, and be able to identify and note personal responses.

1.2 Be able to express the same idea in multiple ways. Examples: Students will express greetings or request

information in different ways, and will compensate for lack of vocabulary by means of paraphrasing, questioning, circumlocution, synonyms and antonyms.

1.3 Be able to plan events and activities with others. 1.4 Be able to recite examples of traditional and/or folk songs,

poems and other artistic works associated with Chinese cultural celebrations.

1.5 Be able to express simple opinions on school subjects and activities, personal interests, travel and other personal experiences.

1.6 Be able to engage in conversations for two minutes on learnt topics unrehearsed.

1.7 Be able to deliver an oral presentation for 30-45 seconds on learnt topics.

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August 2010



∗ Students reinforce and further their knowledge of Chinese by making cross-curricular connections.

Standard2-MSL-3

Literacy

Students will: 2.1 Be able to read narratives and dialogues on familiar contexts comprised of an inventory of Chinese characters only. 2.2 Be able to comprehend texts, summarise main ideas and raise

questions according to context. 2.3 Read daily: for at least 15 minutes. 2.4 Be able to use commas, full stops and question marks correctly.2.5 Be able to write in varied forms and for varied purposes using

learnt characters and phrases (writing target: 80-100 characters).


2.7 Extend their reading vocabulary to between 300-400 characters, of which they will be able to write 150-200.





Chinese festivals in more depth through reading materials and class discussions.

3.2 Be able to discuss the artifacts, practices, symbols and traditions associated with the major Chinese cultural celebrations (the Mid-Autumn Festival, Lunar New Year and Dragon Boat Festival).

3.3 Interact with Chinese people properly and with respect. 3.4 Learn the names of major cities and geographical locations in

China. 3.5 Demonstrate an awareness of regional language variations.

Examples: Students will be able to identify examples of Beijing vs. standard vs. non-standard pronunciation and usage, including examples from Shanghainese that influence Mandarin usage.

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Standard1-MSL-4


Students will: 1.1 Be able to understand the main points and opinions in

spoken exchanges relating to present, past and future events. 1.2 Be able to express the same idea in multiple ways. Examples:

Students will express greetings or request information in different ways; they will compensate for lack of vocabulary by means of paraphrasing, questioning, circumlocution, synonyms and antonyms.

1.3 Be able to paraphrase formal examples of informational signage using more colloquial forms.

1.4 Begin to make requests, initiate interactions and offer comments for different people in a variety of ways.

1.5 Be able to recite examples of traditional and/or folk songs, poems and other artistic works associated with Chinese cultural celebrations.

1.6 Be able to engage in conversations of 2.5 minutes on learnt topics unrehearsed.

1.7 Be able to deliver an oral presentation for one minute on learnt topics.

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Standard2-MSL-4

Literacy

Students will: 2.1 Be able to comprehend texts, summarise main ideas and raise

questions according to context. 2.2 Be able to use exclamation marks, speech marks, colons and

书名号 correctly.

2.3 Read daily: for at least 15 minutes. 2.4 Be able to write paragraphs using coherent sentences based on

pictures, descriptive paragraphs and simple, imaginary stories using learnt characters and phrases.

2.5 Be able to write in varied forms and for varied purposes using learnt characters and phrases (writing target: 100-150 characters).


2.7 Extend their reading vocabulary to between 400-500 characters, of which they will be able to write 200–250.




Students will: 3.1 Be able to learn the history and traditions related to family

and ancestors, and understand how Chinese make connections.

3.2 Be able to gain an understanding of culture through various expressive art forms. Examples: martial arts, calligraphy, Chinese painting, Peking Opera, paper cutting, kites and pottery.

3.3 Be able to learn about Chinese ethics and values in society. 3.4 Explore embedded cultural elements in the Chinese language. 3.5 Demonstrate an expanding awareness of language and its

organisation; they will see grammar as an organising principle for simplifying complex linguistic information.

3.6 Demonstrate a developing proficiency in Chinese penmanship. 3.7 Be able to cite famous people in ancient China, such as


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Standard1-MSL-5


Students will: 1.1 Begin to make requests, initiate interactions and offer

comments to different people in different ways. 1.2 Develop paragraph-length discourse through the use of

connectives and cohesive devices, using main points, supporting evidence and summary statements.


1.4 Be able to describe school life and to express opinions on subjects studied more creatively.

1.5 Be able to recite examples of traditional and/or folk songs, poems and other artistic works associated with Chinese culture and/or history.

1.6 Be able to carry out a presentation on a learnt topic for two minutes.


variety of topics. ∗ Students reinforce and further their knowledge of Mandarin


Standard2-MSL-5

Literacy

Students will: 2.1 Be able to comprehend texts, summarise main ideas with some

details and raise questions according to context. 2.2 Read daily: for at least 20 minutes. 2.3 Be able to use exclamation marks, speech marks, colons and

书名号 correctly.

2.4 Be able to write paragraphs using coherent sentences based on pictures, descriptive paragraphs and simple, imaginary stories using learnt characters and phrases.

2.5 Be able to write in varied forms and for varied purposes using learnt characters and phrases (writing target: 200-250 characters).


2.7 Extend their reading vocabulary to between 500-600 characters, of which they will be able to write 250-300.

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Students will: 3.1 Be able to understand the history and traditions related to

family and ancestors. 3.2 Be able to discuss Shanghai as a Chinese cultural

environment. 3.3 Learn about Chinese ethics and values in society through

folk stories. 3.4 Learn about famous people in ancient China. 3.5 Demonstrate a developing proficiency in Chinese penmanship. 3.6 Be able to identify and characterise differences between



3.8 Be able to find out information about scenic spots and historical sites in Beijing, Shanghai and Xi’an.

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Standard1-MSL-6





1.3 Be able to paraphrase formal examples of informational signage using more colloquial forms.

1.4 Be able to make requests, initiate interactions and offer comments on various topics in different ways.

1.5 Develop proficiency in various forms of questioning and reasoning using the five Ws (when, where, who, what and why) and one H (how).

1.6 Be able to carry out a presentation on a learnt topic for three minutes showing reasonable coherence and richness in content.




Standard2-MSL-6

Literacy

Students will: 2.1 Read daily: for at least 20 minutes. 2.2 Be able to read complex narrative, descriptive and

argumentative essays with understanding and to extract key points.

2.3 Be able to read advertisements, public notices and forms. 2.4 Be able to write essays of several paragraphs using proper

connectives. 2.5 Extend their reading vocabulary to between 500-600

characters, of which they will be able to write 250-300. 2.6 Be able to compose a 200-250 word piece on a familiar topic

under exam conditions with reasonable content, linguistic accuracy and appropriate style.

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Students will: 3.1 Understand how Chinese religions are different from other

religions. 3.2 Explore embedded cultural elements in the Chinese

language, such as the evolution of Chinese characters. 3.3 Be able to understand the history and traditions related to

family and human relations. 3.4 Be able to understand the differences between Chinese and

western celebrities. 3.5 Be able to understand some of the differences between the

northern and southern parts of China. 3.6 Develop a comparative awareness of language.

Examples: Students will learn examples of idiomatic expressions or usages with no direct English counterparts, and will be able to see patterns in the Mandarin acquisition of foreign loanwords.

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Standard1-MSL-7






1.4 Develop proficiency in various forms of questioning and reasoning using the five Ws (when, where, who, what and why) and one H (how).

1.5 Be able to carry out a presentation on a learnt topic for 3.5 minutes showing reasonable coherence and richness in content.




Standard2-MSL-7

Literacy

Students will: 2.1 Read daily: for at least 20 minutes. 2.2 Be able to read complex narrative, descriptive and

argumentative essays with understanding and to extract key points.

2.3 Be able to read advertisements, public notices and forms. 2.4 Be able to write essays of several paragraphs using appropriate

connectives. 2.5 Extend their reading vocabulary to between 700–800

characters, of which they will be able to write 350-400. 2.6 Demonstrate an appreciation of different writing styles. 2.7 Be able to compose a 300-word piece on a familiar topic under

exam conditions with reasonable content, linguistic accuracy and appropriate style.

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make in American, Australian, English and Chinese societies. 3.3 Understand how Chinese food and drinks play an important role

in Chinese culture. 3.4 Demonstrate an awareness of Chinese social intercourse terms

and courtesy. 3.5 Learn about famous people in Chinese history between 1921

and 1949. 3.6 Learn about the four major Chinese inventions and their global

impact.

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Skill Requirements for Each Pathway

MFL

Level Speaking Radical Reading Length

(Character)

Reading Vocabulary (Character )

Writing Vocabulary

Writing Target

Writing Under Exam Conditions

1 4-5

Conversational Sentences

25-30 60 30

2 6-8


45-60 100-160 50

3 8

conversational Sentences

60-71 100 160-220 80

4 10


71 130 220-300 110

5

12 Conversational Sentences; 20-

30seconds giving a

presentation

150-200 300-400 150 150 word

6

2mins Conversational Sentences; 30-

45 seconds giving a

presentation

200-250 400-520 200 200

7 45-60 seconds

giving a presentation

250-300 520-640 260 150-200 character

s only

8 1-1.5mins giving a

presentation 300-350 640-760 320 200-250 200

IGCSE-B

2.5mins giving a presentation 350-500 760-880 380 250-280 250-300

IB-B Standard/ High

2.5mins(standard presentation

level) 4mins(High

level)

500-800

880-1000 (S)

1000-1500 (H)

440(S) 600 (H)

300-350 480-600

(H)

300 (S) 480 (H)

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Skill Requirements for Each Pathway

MSL

Level Reading Time Radical Reading

Vocabulary Writing Words

Writing Target

Writing under Exam

Conditions

1 10 mins 71 160-200 80-100

2 10 mins 200-300 100-150

3 15 mins 300-400 150-200 80-100

4 15 mins 400-500 200-250 100-150

5 20 mins 500-600 250-300 200-250

6 20 mins 600-700 300-350 300 200-250

7 20 mins 700-800 350-400 400 300

MNL

Level Reading Time Daily

Reading Speed Per

Minu

Reading Vocabulary

Writing Words

Writing Target

Writing Under Exam

Conditions

1 10 mins 200 100

2 15 mins 450-500 200 80-100

3 15 mins 600-700 400 150-200

4 20 mins 800-950 650 250-300

5 20 mins 1000-1200 900 350-400

6 150-180 1500-2000 450-500 350

7 200-280 2000-2500 600-650 450

8 250-330 2500-3000 650-700 500

IGCSE-A 350-400 3000-3500 800-11-- 600-1000

IB-A Standard/High 400-500 1500-2000 1200-1600

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August 2010

Character list for MFL and MSL

常用字（1200）

A: 爱按阿（姨）安按暗矮案

B: 八把爸吧白百（货）班办帮（忙）包饱报（纸）北被本笔比必边便别病不保搬部毕（业）巴败杯抱背笨傲鼻币变冰并伯部步般半扮备

C: 才菜茶差常（常）长场车城（市）吃出除了…（以外）穿春天次聪明从错餐厕（所）成（功）层厨（房）曾（经）参（加）材财彩草查唱吵衬（衫）城诚船乘迟尺冲重初处传床吹词此粗存

D：打大带单但（是）当道到得的等地弟弟点电店定东冬天懂都读（书）对多订搭（电梯）第 (一 ) 栋达答戴代弹胆灯低提动斗短独队

E：饿儿而且二

F：发法饭方（便）放房风（扇）非（常）访（问）附（近）飞废费分封夫幅服父富复负妇付烦反福

G：干刚（才）高告诉哥哥个跟更公工（作）（一）共够关习（惯）（饭）馆贵国果过盖广（告）格改感歌给各根更功狗估古故刮怪光归该观

H：孩（子）还海（边）汉好号喝和黒很红（茶）后（时）候花话画坏（喜）欢换（钱）黄回会（生）活火河合（适）害喊汗行吓呼互华化环唤灰或货何盒

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August 2010


J：机极急几（自）己记家假间见件讲教（书）叫接节姐姐借今（年）进近京（已）经九久就旧觉 ( 得 ) 决（定）级健减（价）景机（会）积基饥鸡及给计寄加驾间坚尖简建将江讲交郊教觉街解斤尽仅紧惊精经井静舅具角决结救睛镜金

K：开看考（试）可（以）渴客（气）刻课口块空卡（片）快科（学）康靠肯苦裤会（计）亏宽困

L：来蓝篮老了累冷离里（面、头）立（刻）连练习两辆另（外）六楼路绿李礼（拜）利邻（居）兰伦（敦）历（史）拉垃落劳乐泪联脸亮令领留龙弄录乱轮论流，零林

M：妈妈马（上）吗买卖慢忙毛（什）么没（有）美（国）每妹妹门（口）们面民（族）名（字）明母（亲）猫码谜秘（书）麻骂满矛冒帽貌闷妙命末木目米

N：拿哪那难南男呢能你（们）年念您牛女奶奶脑闹内暖（和）

P：旁（边）胖（子）跑朋（友）片便（宜）票平爬怕排陪碰批皮脾篇品评破

Q：七期骑起（来）气汽千钱前（而）且亲情请秋（天）球去趣全晴（朗）妻奇器治强巧切清轻琴穷庆求曲取劝确却缺

R：然让热人认（识） ( 生 ) 日容（易）任仍肉如入若弱

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August 2010


S：三色山商（店）上少谁身什么生（老）师十识（开）始是（电）视事（考）试瘦舒服书（店）水睡（觉）说四思（告）诉（打）算虽然岁所（以）市室池失（望）试（穿）丝（路）实（验室）数（学）暑（假）散（步）扫沙衫舌深参声升省剩诗实石时食始世适收首手售叔术束双顺思死似（轻）松送算随损树傻

T：他她太谈特别题（身）体天条听（说）停同头图（书馆）调挑厅台（湾）它态弹讨提跳挺通童痛突吐推退托脱疼糖汤堂烫

W：外完玩（儿）晚万往忘（记）（希）望位为文问（题）我（们）五午网味文（章）围（巾）（礼）物屋（子）违尾伟唯未卫温无舞务误碗

X：希（望）西习喜（欢）下夏（天）先现（在）像想不笑（学）校些写（字）谢谢新心信(用卡) 星行姓（高）兴休息许多学洗（澡）小选幸（运）席戏县限相箱香消辛性兄袖需雪寻吓凶鞋血醒形

Y：样要也业夜一医（生）衣（便）宜以（后）椅子已经（容）易意因为音英（国）应（该）影用（朋）友有右（边）又语雨（公）园原远院月越 … 越 … 音乐游（泳）浴（室）眼（光） (公 )寓养鸭牙亚言严厌羊阳样页依益义议艺引营拥永优由于娱愉鱼育与元圆远阅云运移

Z：再在早怎站找着真正知（道）直纸中钟种桌子自（已）总（是）走最昨天左（边）坐做作（家）族折赚（钱）照（顾）杂灾咱脏澡造增占张长这针争整支知只值止指志重众周猪主注住祝著（名）转专装捉字租足组座资

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