Grade 5: Communicating

PRESCRIBED LEARNING OUTCOMES

• exchange simple greetings
• introduce themselves and others, using appropriate family-relationship terms in the context of the immediate family
• repeat and respond to simple requests
• respond to and give basic instructions
• use common expressions and vocabulary for familiar objects

To view the prescribed learning outcomes for Communicating in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Play music and ask students to walk around the class. Stop the music and have each student greet the nearest person and introduce himself or herself. Repeat this exercise at least five times.
• Give each student a card listing several details about a member of a family (e.g., mother, father, brother, sister). Invite students to assume these identities as they introduce themselves to various classmates.
• Make several sets of four cards, each set describing four family members. Include information about family members' education, jobs, languages spoken, and ages. Have students each select a card and walk around the class greeting others until they find their "families." The first family that unites wins a prize.
• As a class, establish standard daily classroom routines in Chinese. List these routines on a chart using Pinyin and Chinese characters with visual cues (e.g., cartoons with speech balloons showing patterns of requests and appropriate responses). Repeat the routines at the beginning of each class.
• Teach the phrase Hanyvu zvenme shu_o ? Encourage students to take the initiative in learning new Chinese vocabulary. Then have them teach vocabulary to one another using phrases such as Zhe shi ____________ or Qving gvei wvo ____________ .

SUGGESTED ASSESSMENT STRATEGIES

• When students greet one another and introduce themselves, look for evidence that they are using:
  • standard forms (e.g., Nvi hvao, zvao.)
  • correct intonation
  • appropriate patterns (e.g., Wvo xing, jiao.)
• During activities in which students assume identities or unite to form families, note the extent to which they:
  • are able to speak, with support
  • use appropriate patterns
  • use appropriate family-relationship terms (e.g., sh_ushu, g_ugu, bofu, bomvu)
  • take risks to add details
  • use correct intonation
• As students participate in classroom activities, note and encourage their attempts to:
  • speak Chinese voluntarily
  • respond appropriately to classroom commands (e.g., Qving jvu shvou.)
  • learn the names of familiar objects
  • repeat patterns modelled by the teacher
  • practise the words and expressions presented by the teacher
  • search out words and expressions that have not been taught in class
• To check on students' growing vocabularies, have them sketch and label in Chinese objects and actions they have learned. Review their records and check:
  • the number of words and phrases they have recorded
  • how closely their labels resemble accurate Chinese terms and phrases (with correct Pinyin spelling and tone markers)
  • their interest in adding words and phrases not taught in class

• Chinese Sentence Book
• Concise English-Chinese/Chinese-English Dictionary (Oxford)
• Let's Play Games In Chinese
• Long is a Dragon

• The Dragon's Tongue Series
• Speak Mandarin in Five Hundred Words

• Chinese Mandarin Resource Book - Volumes 1, 2, and 3
• Zhongguotong

• The Rosetta Stone Language Library - Chinese Mandarin I

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