Grade 10: Communicating

PRESCRIBED LEARNING OUTCOMES

• use appropriate vocabulary to communicate needs, desires, and emotions
• describe events, experiences, and procedures sequentially
• recognize and apply commonly used idiomatic expressions
• participate in a variety of situations drawn from real life

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Ask students to share information, in both oral and written formats, about recent movies they have seen. Have them include brief plot summaries.
• Have students in pairs or small groups talk about their weekend activities.
• Set up small booths for selling items. Invite students in pairs to role-play vendors and customers, using idiomatic expressions where appropriate.
• Have students role-play various scenarios that involve planning a list of supplies for a camping trip or ordering takeout food.
• Set up a pen pal exchange. Have the class write letters or send e-mail to students in another school, giving information about student enrolment, teachers, subjects, or class events.
• Ask students to use a Chinese word processor to type letters to friends.
• Have students write short notes on various topics (e.g., saying where they have gone, explaining why their homework is not done, apologizing for hurting a friend's feelings, explaining why they want to learn Chinese).
• Invite a guest who speaks Chinese as a second language (e.g., banker, hotel manager, baker, firefighter) to demonstrate or talk about her or his profession and the value of learning Chinese.
• Conduct a miming session in which students express emotions in different situations. Ask the rest of the class to describe the emotions or situations in Chinese.

SUGGESTED ASSESSMENT STRATEGIES

• Frequently discuss the criteria for effective oral communication. Consider creating a checklist for teacher, self-, or peer assessment. Criteria might include:
  • meaning is understandable
  • includes detailed and relevant information
  • uses language appropriate for the task and relationship
  • is actively engaged
  • takes risks to extend language and meaning
  • pauses at the ends of phrases or ideas rather than after each word
• When students present plot summaries of movies, look for evidence that they include main events and use vocabulary and transitional phrases to make the sequence of events clear.
• When students role-play buying and selling, look for evidence that they use numbers and denominations of money accurately, use idioms related to buying and selling, and follow the appropriate conventions.
• Provide frequent opportunities for students to review and reflect on what they have learned and to establish personal goals and action plans for increasing their Chinese language skills. (These activities may be integrated with Career and Personal Planning activities.)

• Chinese Sentence Book
• Chinese Unmasked - Volumes 1 & 2
• Concise English-Chinese/Chinese-English Dictionary (Oxford)
• Let's Play Games In Chinese

• The Dragon's Tongue Series
• Speak Mandarin in Five Hundred Words
• Tadpole and the Whale

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

• Chinese and Characters
• The Rosetta Stone Language Library - Chinese Mandarin I

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