NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Chinese Languages
Traditional Mandarin
Guidance and support notes
[ACCESS 3]
The Scottish Qualifications Authority regularly reviews
the arrangements for National Qualifications. Users of
all NQ support materials, whether published by
Learning and Teaching Scotland or others, are
reminded that it is their responsibility to check that the
support materials correspond to the requirements of the
current arrangements.
Acknowledgement
Learning and Teaching Scotland gratefully acknowledges this contribution to the National
Qualifications support programme for Chinese Languages.
© Learning and Teaching Scotland 2008
This resource may be reproduced in whole or in par t for educational purposes by educational
establishments in Scotland provided that no profit accrues at any stage.
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TRADITIONAL MANDARIN (ACCESS 3, CHINESE LANGUAGES)
© Learning and Teaching Scotland 2008
Contents
Introduction
Section 1: Greetings – Hello and goodbye
Section 2: Introductions
Section 3: One, two, three – your number’s up!
Section 4: What time and how much? Time is money!
Section 5: Here, there and everywhere! Every which way!
Section 6: In school – the happiest days!
Section 7: Food and drink
Section 8: On the way – planes, boats and trains
Section 9: Friends and family
Listening transcripts
TRADITIONAL MANDARIN (ACCESS 3, CHINESE LANGUAGES)
© Learning and Teaching Scotland 2008
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INTRODUCTION
Introduction
This resource consists of sample materials for use at Access 3 level. It
is not intended as a comprehensive course, although it does cover many
of the Topic Development Areas required at Access 3 level.
The materials provide a benchmark for the level of language expected
at Access 3 level as well as clear short-term objectives.
The resource’s contents
The resource contains nine sections of work covering the following
topics:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Hello and goodbye
Introductions
Numbers (1–10)
Numbers (11–100)/Prices/Dates/Time
Places in town/Directions
School
Food and drink
Travel
Family and free time
Each section contains the following:
 Learning Objectives, reflecting Assessment is for Learning p ractices
 teaching materials in the form of worksheets with listening and
speaking exercises, which can be used as part of peer or selfassessment activities (listening recordings can be downloaded from
the Learning and Teaching Scotland website)
 a word list, and a question and answer sheet (the wordlist has been
included for support to teachers/lecturers and should not be regarded
as either prescriptive or definitive – it has also been included to
support candidates who may have difficulties using standard
dictionaries).
There are also transcripts for all of the listening recordings.
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TRADITIONAL MANDARIN (ACCESS 3, CHINESE LANGUAGES)
© Learning and Teaching Scotland 2008
INTRODUCTION
It is not expected that teachers/lecturers need work through all sections
from beginning to end. The same language can, and should, be used
across the topics. For example, Section 4 (numbers/prices/times) may
be accessed for the various topics of Shopping, Travel or School as
desired, for Personal Language, Transactional Language and Language
in Work.
The following topic development areas are not included:
 Personal identification: friends/colleagues/fellow
students/pets/colours
 House/Home town: accommodation
 Free time: leisure activities/interests (except for sports)
 School/college: classroom language/objects
 Shopping: presents/souvenirs
 Hospitality: hotel/campsite/hostel
 Tourist Information Office
 Office/Place of work
TRADITIONAL MANDARIN (ACCESS 3, CHINESE LANGUAGES)
© Learning and Teaching Scotland 2008
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INTRODUCTION
Articulation with Curriculum for Excellence
‘The purpose of the Curriculum for Excellence is to improve the
learning, attainment and achievement of children and young people in
Scotland… and acquire the full range of skills and abilities to growing,
living and working in the contemporary world.’
This resource for Access 3 Mandarin meets the requirements of
Curriculum for Excellence in the following ways:
Successful learners
with:

enthusiasm and motivation for
learning
 determination to reach high
standards of achievement
 openness to new thinking and
ideas
Literacy: reading and
understanding vocabulary, e.g.
pinyin and traditional Mandarin.
Communication: e.g. speaking
Mandarin with teacher/lecturer.
Numeracy: learning numbers 1 to
100 in Mandarin.
and able to:






6
Thinking creatively: role playing
exercises.
use literacy, communication and
numeracy skills
use technology for learning
Learning independently or part of
think creatively and
a group: peer and self-assessment
independently
exercises.
learn independently and as part
of a group
make reasoned evaluations
link and apply different kinds of
learning in new situations.
TRADITIONAL MANDARIN (ACCESS 3, CHINESE LANGUAGES)
© Learning and Teaching Scotland 2008
INTRODUCTION
Confident individuals
with

self-respect
 a sense of physical, mental and
emotional wellbeing
 secure values and beliefs
 ambition
This unit aims to promote the
acquisition and development of
basic communication skills in
Mandarin through understanding
and conveying simple information
of a factual nature.
and able to







relate to others and manage
themselves
pursue a healthy and active
lifestyle
be self-aware
develop and communicate their
own beliefs and view of the
world
live as independently as they
can
assess risk and make informed
decisions
achieve success in different
areas of activity.
TRADITIONAL MANDARIN (ACCESS 3, CHINESE LANGUAGES)
© Learning and Teaching Scotland 2008
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INTRODUCTION
Responsible citizens
with:

respect for others
 commitment to participate
responsibly in political,
economic, social and cultural
life
and able to:





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develop knowledge and
understanding of the world and
Scotland's place in it
understand different beliefs and
cultures
make informed choices and
decisions
evaluate environmental,
scientific and technological
issues
develop informed, ethical views
of complex issues.
Develop knowledge and
understanding of the world: the
student should become more
culturally aware of custom and
etiquette.
Understand different beliefs and
cultures: this resource will raise
awareness of the way of life of
people who live in China.
Make informed choices and
decisions: e.g. the student has to
decide on life choices.
Evaluate environmental, scientific
and technological issues. This unit
reflects certain contemporary
issues affecting society which
learners may access.
Develop informed, ethical views
of complex issues. This element is
conveyed in the delivery of the
course where awareness is raised
of cultural issues in China.
TRADITIONAL MANDARIN (ACCESS 3, CHINESE LANGUAGES)
© Learning and Teaching Scotland 2008
INTRODUCTION
Effective contributors
with:

an enterprising attitude
 resilience
 self-reliance
and able to:






communicate in different ways
and in different settings
work in partnership and in
teams
take the initiative and lead
apply critical thinking in new
contexts
create and develop
solve problems.
This unit enables the student to
use a variety of communication
skills, e.g. reading and writing in
Mandarin, listening and speaking
in Mandarin.
Some of the exercises involve
pair/group/class work: these can
be adapted to the teaching
situation.
Learners should be encouraged to
build up a bank of vocabulary and
language structures. They should
keep a notebook to note down
words, expressions and language
forms that are used in lessons.
Learners should be encouraged to
experiment with writing new
structures and then note down the
corrected versions.
TRADITIONAL MANDARIN (ACCESS 3, CHINESE LANGUAGES)
© Learning and Teaching Scotland 2008
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INTRODUCTION
Two stars…
liǎng kē xīng xīng
兩
颗 星
星…
A wish…
yī gè xīn yuàn
一个 心
10
愿…
TRADITIONAL MANDARIN (ACCESS 3, CHINESE LANGUAGES)
© Learning and Teaching Scotland 2008