Grade 9: Acquiring Information

PRESCRIBED LEARNING OUTCOMES

• obtain and process information from age-appropriate Chinese-language resources to complete authentic tasks
• convey acquired information in oral, visual, and written forms

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Suggest that students examine advertising flyers (e.g., for foods, toys, clothing, events) and role-play inquiring about prices and providing the answers. (e.g., Zhe tiao q�nzi yi bvai kuai, tai gui le, wvo b� xivang mvai.)
• Ask students to listen to short weather reports from Chinese news broadcasts and report to the class what the weather will be like that day or the next.
• Invite students to view a cooking demonstration, then ask them to brainstorm a list of verbs and directions related to cooking (e.g., chvao, qi_e, chvao cai, zha y�, b_ao jivaozi).
• Challenge students to write e-mail messages using Pinyin and to send them to students at another school.
• Have students in pairs examine Chinese TV guides and decide, with their partners, what programs to watch during the week. Ask them to give reasons for their choices.
• Provide students with bus, train, or plane schedules and ask them to plan trips, using their home town as a starting point.
• Encourage students to work in pairs to research careers in the clothing industry, comparing Canadian opportunities to those in China. Students could access and use a Chinese web site as a resource.

SUGGESTED ASSESSMENT STRATEGIES

• When students work with Chinese-language resources, look for evidence that they are increasingly:
  • confident, approaching tasks with a positive attitude
  • resourceful, trying many different ways to solve problems
  • able to persevere after encountering difficulty; they are not discouraged when they do not understand the entire message
  • willing to try new language and tasks, risking making errors in order to communicate ideas or feelings
  • committed, proud, and willing to work to accomplish tasks
  • self-monitoring, checking on their own progress and making adjustments
• While students participate in language activities, circulate among them, asking questions and providing feedback. Look for evidence that students are able to:
  • understand and respond to questions
  • make short, simple statements about activities
  • ask for help when needed
  • find the information they need for specific tasks or questions
  • ask relevant questions
  • use a variety of vocabulary and patterns
  • record or recall key words and simple information
• When students plan trips, look for evidence that they are able to use their schedules to:
  • obtain useful and relevant information
  • create logical sequences of stops or visits
  • allow a realistic amount of time for each segment of the trip
  • accurately express sequence and time in presenting information to others

• Chinese Unmasked - Volumes 1 & 2
• Concise English-Chinese/Chinese-English Dictionary (Oxford)

• Childhood of Wang Mian
• The Dragon's Tongue Series
• Tadpole and the Whale

• Chinese Mandarin Resource Book - Volumes 1, 2, and 3
• Hanyu (Revised Edition)
• Zhongguotong

• Chinese and Characters

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