introduce themselves and others using appropriate family-relationship terms
identify and exchange preferences and interests
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
SUGGESTED INSTRUCTIONAL STRATEGIES
Students should initially be encouraged to communicate in Chinese in a supportive environment. As students acquire larger repertoires of communication skills, they should be provided with opportunities to apply their competencies in everyday situations. Whenever possible, students should undertake simple written tasks such as writing short notes and letters in Pinyin and/or Chinese characters.
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.
Invite students to talk to one another about their weekends, then list their weekend activities. Suggest that they record selected activities in picture form, adding captions printed in Pinyin. Have students work in small groups to share their pictorial representations, then select one activity from each member and find out more about it (e.g., location, admission fee). In this activity, students practise simple question patterns to exchange information and discuss personal interests.
Ask students to prepare and rehearse questions they can use to interview classmates. Invite them to group questions by theme (e.g., family, school, likes and dislikes). After the interviews, have students present findings to the class and discuss. Students could also work in pairs to practise and role-play interview situations, then present them to the class.
Initiate a discussion about clothing and have students give reasons why they would choose to wear certain articles and not others because of weather or intended activities (e.g., sports).
Invite a guest speaker who speaks Chinese as a second language (e.g., banker, hotel manager, baker, firefighter) to demonstrate or talk to the class about his or her profession. The guest could emphasize the value of learning Chinese.
SUGGESTED ASSESSMENT STRATEGIES
As students acquire increasing variety in vocabulary and language structures, they are able to communicate about more topics. Assessment focusses on the communication of meaningÑthe extent to which students are able to share ideas and information. Although oral interaction is most important, students also need feedback and support in developing written skills.
When students introduce themselves using imaginary identities, or make other simple classroom presentations supported by visual aids, look for evidence that they:
use approximate pronunciation and intonation for most words
demonstrate knowledge of words and patterns practised in class
include interesting details
show increasing confidence in speaking Chinese
As students interview classmates, watch and listen for evidence that they are able to:
make themselves understood
continue to speak Chinese throughout the interviews
solve communication problems (e.g., use classroom resources, self-correct, ask for help)
use the question-and-answer patterns they have practised
take risks to include interesting details or language they have not practised in class
accurately report what their classmates said
Ask students to share their pictorial representations. Emphasize that communicating ideas is more important than speaking with precision. Discuss criteria such as the following with students before they make their presentations:
meaning is clear
includes interesting, relevant details
uses vocabulary and patterns practised in class
takes risks to try using language not practised in class
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