Curricular Competencies Content Students are expected to be able to do the following: Thinking and communicating Recognize the relationships between sounds, phonetic representation, Chinese characters, and meaning Identify key information in slow, clear speech and other texts Comprehend stories Comprehend high-frequency words and patterns in slow, clear speech and other texts Use language-learning strategies Interpret non-verbal cues to increase understanding Respond to questions, simple commands, and instructions Exchange ideas and information, both orally and in writing Seek clarification of meaning using common statements and questions Share information using the presentation format best suited to their own and others’ diverse abilities Personal and social awareness Consider personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens Recognize First Peoples perspectives and knowledge; other ways of knowing, and local cultural knowledge Students are expected to know the following: phonetic systems tonal variations commonly used Chinese characters basic strokes and structure of Chinese characters common, high-frequency vocabulary, sentence structures, and expressions, including: types of questions descriptions of others hobbies and topics of interest common emotions and states of physical health First Peoples perspectives connecting language and culture, including oral histories, identity, and place cultural aspects of Chinese communities Chinese works of art Chinese communities in Canada Chinese cultural festivals and celebrations in Canada
SECOND LANGUAGES – Mandarin Chinese Big Ideas – Elaborations Grade 6 Reciprocal: involving back-and-forth participation Stories: Stories are a narrative form of text that can be oral, written, or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity. understand the world: by exploring, for example, thoughts, feelings, knowledge, culture, and identity SECOND LANGUAGES – Mandarin Chinese Curricular Competencies – Elaborations Grade 6 sounds: tonal variations and basic intonation patterns phonetic representation: the correlation between Zhuyin symbols and their pronunciation or Pinyin letters and their pronunciation Chinese characters: traditional or simplified texts: “Text” is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). language-learning strategies: e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, word-building strategies (e.g., 车：火车, 汽车, 自行车), and similar words in first language (e.g., 酷 for cool ) non-verbal cues: e.g., gestures, facial expressions, pictures, props Exchange ideas: with peers, teachers, and members of the wider community; can include virtual/online conversations Seek clarification: Request or provide repetition, word substitution, reformulation, or reiteration (e.g., 我不明白。请再说一遍。你在说什么？). presentation format: e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media cultural lens: e.g., values, practices, traditions, perceptions ways of knowing: e.g., First Nations, Métis and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive
Students are expected to be able to do the following: Thinking and communicating Recognize the relationships between sounds, phonetic representation, Chinese characters, and meaning Comprehend key information and supporting details in texts Comprehend meaning in stories Use various strategies to increase understanding and produce oral and written language Narrate stories, both orally and in writing Exchange ideas and information, both orally and in writing Seek clarification and verify meaning Share information using the presentation format best suited to their own and others’ diverse abilities Personal and social awareness Describe cultural aspects of Chinese communities Describe similarities and differences between their own cultural practices and traditions and those of Chinese communities Engage in experiences with Mandarin-speaking people and Chinese communities Examine personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens Recognize First Peoples perspectives and knowledge; other ways of knowing, and local cultural knowledge Students are expected to know the following: phonetic systems tonal variations commonly used Chinese characters basic parts and radicals common, high-frequency vocabulary, sentence structures, and expressions, including: types of questions time and frequency reasons for preferences, emotions, and physical states beliefs and opinions past and present time frames common elements of stories First Peoples perspectives connecting language and culture, including oral histories, identity, and place Chinese works of art cultural aspects of Chinese communities around the world
Recognize the relationships between sounds, phonetic representation, Chinese characters, and meaning Recognize how choice of words affects meaning Comprehend key information and supporting details in speech and a variety of other texts Comprehend meaning and viewpoints in stories Use various strategies to increase understanding and produce oral and written language Narrate stories, both orally and in writing Interpret non-verbal cues to increase understanding Exchange ideas and information, both orally and in writing Share information using the presentation format best suited to their own and others’ diverse abilities Seek clarification and verify meaning tonal variations Chinese characters, meaning, and structure commonly used vocabulary, sentence structures, and expressions, including: types of questions activities, situations, and events opinions past, present, and future time frames elements of common texts common elements of stories First Peoples perspectives connecting language and culture, including oral histories, identity, and place Chinese works of art cultural practices in various Chinese communities contributions of Chinese Canadians to society ethics of cultural appropriation and plagiarism Area of Learning: SECOND LANGUAGES — Mandarin Chinese Grade 10 Learning Standards (continued) Curricular Competencies Content Personal and social awareness Describe how the cultural identity of China and Chinese communities throughout the world have been shaped by regional, cultural, and linguistic practices Engage in experiences with Mandarin-speaking people and Chinese communities Recognize the importance of story in personal, family, and community identity Analyze personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens Recognize First Peoples perspectives and knowledge; other ways of knowing, and local cultural knowledge