BC Education - Mandarin Chinese 5 to 12 - Appendix D

Sample 3: Grade 8

Topic : Shopping

Prescribed Learning Outcomes:

Communicating

It is expected that students will:

request and provide information about day-to-day activities and interests
participate in short conversations

Acquiring information

It is expected that students will:

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

Overview

In this unit, students participated in a variety of activities involving shopping. Evaluation was based on:

picture catalogues
role plays of shopping transactions

Planning for Assessment and Evaluation;

To provide practice in aural recognition, the teacher created a bingo game with various denominations of money written in the bingo card squares. The teacher and student volunteers took turns calling out amounts of money. After saying "bingo," the student with the winning card read out the money amounts that were covered. If the amounts matched those called, he or she became the "caller" for a new game. If the amounts did not match those called, the bingo was disqualified and the game continued. Some students chose to play in pairs.
The teacher modelled language and patterns related to clothing and displayed advertisements from Chinese newspapers.
In groups, students brainstormed lists of words, expressions, and patterns they had previously learned that could be used in shopping activities. They recorded their ideas on charts, presented them to the class, and posted them around the room for future reference.
Students were given two sets of cards, one with pictures, the other with quantities or amounts. Students randomly selected one card from each set, then used the information to complete the pattern Wo xiang mai ____________ . As students became more proficient, the teacher added a set of cards that specified colour.
In pairs or groups of three, students practised role-playing shopping transactions. The teacher circulated, offering feedback and assistance.
Each student chose a particular interest (e.g., clothing, food, sports equipment, cars) and created a picture catalogue of at least 20 items, labelling them with prices and some details (e.g., size, colour). Students used Pinyin and/or Chinese characters.
Students met with partners to review their catalogues and talk about the items they had included. Each pair exchanged catalogues with another pair. One pair then used a simple form provided by the teacher to "order" items from the other pair's catalogues. The forms were returned to the "distributors" who responded in writing ( døou mˆi wan le, mŽiyou).
Students in pairs prepared one- to two-minute role plays to demonstrate the language and patterns they had learned. They were able to use their catalogues in their interactions.

Defining the Criteria

The teacher reviewed the prescribed learning outcomes, explained the requirements for each task, and discussed the key criteria with students.

Catalogue

To what extent does the student:

provide complete and appropriate entries
include interesting and informative details for each entry
present understandable Pinyin and/or Chinese characters
use appropriate language patterns

Role Play

To what extent does the student:

carry on a conversation that is understandable

elaborate with relevant and interesting details

use a variety of appropriate vocabulary and patterns to convey meaning

respond appropriately to requests

attempt to distinguish tones accurately and consistently

use effective strategies to sustain the conversation

Assessing and Evaluating Student Performance

The teacher used rating scales to assess the assignments. Students were also asked to self-evaluate both activities. The teacher considered their evaluations in assigning final ratings.

Catalogue
Criteria Rating Comments

presentation is clear (easy to read, uses appropriate vocabulary, Pinyin correctly spelled, Chinese characters correctly formed)

information is complete, accurate, detailed, and relevent

**Catalogue**
Criteria	Rating	Comments
presentation is clear (easy to read, uses appropriate vocabulary, Pinyin correctly spelled, Chinese characters correctly formed)
information is complete, accurate, detailed, and relevent

Key:

3-Outstanding
2-Good
1-Satisfactory
0-Not Demonstrated

Role Play
Rating Criteria

Outstanding Presentation exceeds basic requirements. Easy to understand. Includes some interesting or unusual detail. Tones are accurate. Students may use vocabulary and structures not practised in class. Students show teamwork and some spontaneity in their communication with, listening to, response to, and support of each other.

Good Meets task requirements. Comprehensible but may need some inferences by the listener. Includes a variety of appropriate vocabulary and structures practised in class. Tones are generally accurate. Students attempt to show some spontaneity but may be stilted in places. Pauses tend to occur at the end of a phrase or sentence rather than after individual words. Students may attempt to self-correct.

Satisfactory Presentation is largely recited, with frequent pauses. Students' speech is comprehensible with some effort on the part of the listener (the teacher may understand easily; students may have difficulty). Students attempt to provide accurate tones and pronunciation of words and structures that have been practised in class but may not always be successful. Communication is stilted, with students concentrating on their own parts and often speaking word by word.

Not Demonstrated Inappropriate, incomprehensible, or incomplete.

**Role Play**
Rating	Criteria
Outstanding	Presentation exceeds basic requirements. Easy to understand. Includes some interesting or unusual detail. Tones are accurate. Students may use vocabulary and structures not practised in class. Students show teamwork and some spontaneity in their communication with, listening to, response to, and support of each other.
Good	Meets task requirements. Comprehensible but may need some inferences by the listener. Includes a variety of appropriate vocabulary and structures practised in class. Tones are generally accurate. Students attempt to show some spontaneity but may be stilted in places. Pauses tend to occur at the end of a phrase or sentence rather than after individual words. Students may attempt to self-correct.
Satisfactory	Presentation is largely recited, with frequent pauses. Students' speech is comprehensible with some effort on the part of the listener (the teacher may understand easily; students may have difficulty). Students attempt to provide accurate tones and pronunciation of words and structures that have been practised in class but may not always be successful. Communication is stilted, with students concentrating on their own parts and often speaking word by word.
Not Demonstrated	Inappropriate, incomprehensible, or incomplete.

Last Modified: March 24, 1999

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