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Chinese

Language A
Course Aims

There are five units in Y10 and Y11 respectively. Unit Y10 Y11 1 Novel 1 Creative Writing 2 Prose Response to Literature 3 Poem Essay 4 Drama Novel 1 5 Novel 2 Novel 2 Assessment Criterion A: Content (receptive and productive)

Students demonstrate their understanding of the works studied through critical and creative responses. They also demonstrate the quality of their understanding of Chinese language, literature and culture. Criterion B: Organization This covers students ability to express ideas. They are expected to organize their thoughts with clarity and to express them coherently in a logical well-structured manner. They also demonstrate the ability to argue perceptively and persuasively and to use quotations and citations accurately. Criterion C: Style and Language Mechanics

This refers to the students ability to use Chinese for description, analysis and persuasion. Students demonstrate a wide range of vocabulary and the ability to use appropriate registers for different types of writing.

Language B Phase 1 to Phase 6


Aims The aims of the Chinese Language B course are to encourage and enable students to:

Use Chinese as a powerful tool leading to creativity, reflection, learning and expression Comprehend more aspects of Chinese society, culture and history Develop skills of speaking, listening, reading, writing and viewing in different contexts Develop a sound foundation in the Chinese language necessary for future study, work and leisure Develop respect and empathy for others Develop an interest in and appreciation and enjoyment of Chinese literature (Language B Phase 5 and Phase 6) Course Outline The Chinese Language B course in Year 10 further develops students communication skills significantly beyond the foundations laid in Years 7, 8 and 9. This is a course of language, cultural and historical studies. The curriculum fosters communication and expands the students cognitive and analytical abilities. Developing the five key language skills (speaking, writing, listening, reading and viewing) is

the fundamental part of the course. Students are encouraged to use Chinese as a tool to enhance their understanding of Chinese culture. Teaching techniques and strategies in the classroom are designed to empower students to use Chinese effectively as a means of practical communication. This course will help students to develop a sound foundation in communicative skills necessary for future study, work and leisure.

Course Aims Phase 6 Proficient communicators in phase 6 evaluate the important information, details and ideas presented in spoken, written and visual language, in social and academic contexts. They analyse the information, draw conclusions and make inferences about ideas, opinions and attitudes implied in a wide range of spoken, visual and written texts. They engage actively in conversations in social and academic situations to contribute substantial information and give detailed analysis and explanation. They organize information and ideas logically and effectively to communicate their understanding, opinions and perspectives to a wide range of audiences, and for a variety of social and academic purposes. Phase 5 Proficient communicators in phase 5 analyse specific information, ideas, opinions and attitudes presented in oral, visual and written language. They draw conclusions, infer information and recognize implied opinions and attitudes. They respond and react to questions and ideas in a range of spoken, visual and written texts. They engage actively in conversations in social and some academic situations to contribute substantial information containing relevant and focused ideas supported by examples and illustrations. They Organize information and ideas into a clear and effective structure to express their understanding and opinions on topics of personal interest and global significance. They interpret aspects of format and style, and are able to adapt register and style of language to suit the context. Phase 3 Capable communicators in phase 3 understand and respond to a limited variety of spoken and written texts. They understand specific information, main ideas and some detail presented in oral, visual and written language, and demonstrate their comprehension in a limited range of oral and written forms. They engage in conversation and write structured text to express their ideas, opinions and experiences on a range of familiar and some unfamiliar situations, in a limited range of interpersonal and cultural contexts. They understand that they can speak and write in different ways for different purposes and audiences.

Phase 4 Capable communicators in phase 4 understand and respond to a variety of spoken and written texts. They interpret specific information, main ideas and some detail presented in complex oral, visual and written language, draw conclusions and recognize implied opinions and attitudes in texts read and viewed. They engage in conversation and write structured text to share informative and organized ideas on topics of personal interest and global significance, in a range of interpersonal and cultural contexts. They can communicate substantial information containing relevant and developed ideas and justified opinions on events, experiences and some concepts explored in class. They identify aspects of format and style, and speak and write with a clear sense of audience and purpose.

There are five units in Y10 and Y11 respectively. Unit Y10 Y11 1 Social Relationship Cultural diversity 2 Tradition & Culture Science & Technology 3 Media & Communication Global Issues 4 Leisure Health 5 Literature Literature Assessment

There are four assessment criteria for Chinese B grouped under the general headings of Oral Communication, Visual Interpretation, Reading Comprehension and Writing. Although the language of the assessment criteria is the same for different phases, the descriptors for each phase differ, showing the progression from one phase to another. Criterion A: Oral Communication To measure the students development as a speaker of the language Criterion B: Visual Interpretation To measure the students ability to interpret visual text presented with spoken and written text Criterion C: Reading Comprehension

To measure the students ability to comprehend written text Criterion D: Writing To measure the students development as a writer of the target language