Chinese at SIS
What we believe...
Appropriately challenged
Engaged in meaningful learning
Pursue lifelong learning
Courses for IGCSE & IB
IGCSE (Year 10 &11)
IB (Year 12 &13)
Chinese as foreign
language
Chinese as 2nd
language (Piloted in
2011)
Chinese as 1st
language
Chinese B Standard
Level
Chinese B Higher Level
Chinese A Lang & Lit
(HL/SL)
Pathways & IB courses
Pathway B
Pathway AB
Pathway A
Which pathway?
Year 9 Option
Choices
Chinese Only
Spanish/French Only
Bilingual programme
Chinese+French or
Chinese+Spanish
Instruction Time
Poetry Recital
Will be back...
再别康桥-徐志摩
Farewell to Cambridge Once More
Performed By: Nicola Avitabile & Puvaanah Arrumugam
About
the
Poem
• 徐志摩 (January 15, 1897 – November 19, 1931) Xu
Zhimo, one of the most famous contemporary poets in
China.
•
•
During the two years in Cambridge, he was largely
inspired by the British literature, which sparkled his
enthusiasm on creating modern style poems that had
become widely loved by generations to come.
Some time later, Xu revisited Cambridge and was
overwhelmed by all the bitter and sweet memories. On
his leaving, he wrote down this beautiful poem for
Cambridge, which turned out to be his farewell to
Cambridge.
The first two lines of this
poem were inscribed on a
memorial stone at Cambridge
in England.
向太阳
艾青
Towards the sun
Ai Qing
In the morning i wake up, and the first thing i
see is your glory, but i am still tired of all the
nightmares i had last night
I opened my window for the first time in months,
and i say your beautiful rays, and the smell of
pollen, the breeze is fresh and gentle
My heart is full of gratitude, as i see your rays,
and i spread myself on my table looking at you, i
haven’t seen you since winter
so i was pleasantly surprise to see you,
you were right across from me, on the opposite
side of the mountain
I used a lot of energy to open my eyes to look at
you, you were so bright. Eager to capture your
image. How strong, how trance, how solemn.
Your light hurt my eyes
向太阳
艾青
Towards the sun
Ai Qing
Sun! I feel so happy to see you, you bring happiness
to human beings and you bring me comfort.
You are our time keeper,you keep the days going,
you control the wilderness on this planet.
Without you, the sunAll life is creeping in the darkEven with
wings like a bat can onlyFlying in the eternal night
I love you like kids love their mothers
You make everything so wonderful and nurtured
you are my enthusiasm for life
you will be here until my death parts us
Today i think of going to the mountain tops
taking off all my clothes
and lets you rays bath my soul in glory
Done by :
Hugo Dupont
Kyle Johnson
Chun lung Cheng
The Learning of the
Chinese Language
A Logographic Language
Broader Skills Needed
Visual-verbal paired learning
Visual-motor integration
Example
ma
妈、马、吗、麻、骂、码、玛、嘛、抹、蚂、嬷... ...
jia
家、加、假、佳、嘉、价、甲、架、夹、驾、嫁、颊
、枷、钾、稼、珈、袈、伽、瘕、笳、岬、荚... ...
I
II
III
Benchmark Exams
•Y6-7 ESF Transitional Chinese Assessment
Y8 SIS Benchmark test to place students for Y9 options
Y9 ESF-HKEAA Chinese Exam for certification
Y11 ESF Benchmark Exam
Pathway distributions
IGCSE 2012
IGCSE Scores
IB courses distributions
IB Score compare to world average
ICT AS A LEARNING TOOL
VLE
iMovie
Engrade
Garageband
GoogleDocs
Reading World
Quizlet
GoogleForms
C-Read
Lino
Zooburst
Dropbox
VoiceThread
Google Translate
Chinese AS A
COMMUNICATION TOOL
Extra Curricular Activities:
Nanchang Sister School Exchange for Y9 Students
Bilingual Debate, Chinese Debate, Speech Festival
Chinese New Year Assembly
Chinese Tutoring Club
Chinese Dance, Lion Dance
Art and Music talent
Independent Learning
Better teach a person to fish, rather give him fish.
授之以鱼，不如授之以渔
Passion, Skills and Sense of ownership
Mobile Learning
If you have 3G or 4G data access, just connect to
internet.
if you don’t have, please follow the steps below:
Network: SIS-Guest
User name: vip
Password: weareinsis
Open browser to authenticate (Click: I understand risk)
Go to: www.socrative.com
Mobile Learning
www.socrative.com
Go to Student Log in
Fill in Room Number: sishall
Click Join Room
Question 1:
Band Descriptors
Band Name
Reading Descriptors/Writing Descriptors
Proficient
Chinese as Near Native language
(CNN 2)
♣
Understands factual texts of the most common genres with a high degree of accuracy in comprehension, e.g. middle school textbooks and
newspaper reports.
♣
Understands and reads literary works which do not contain involved plots or sophisticated emotional development, e.g. short stories for students or
simple poems.
♣
Able to pursue secondary schooling in Chinese after a short, intensive language study.
♣
Writes informative texts for practical purposes with clarity and a consistent personal style, e.g. recounts of events or reports on familiar topics.
♣
Writes creatively, argumentatively or persuasively, using the grammar and vocabulary expected of native speakers of a similar age.
♣
Writes coherently and cohesively, showing flexible use of language.
Competent
Chinese as a Near Native language (CNN1)
♣
Understands factual texts of the most common genres with a reasonable degree of accuracy and comprehension, e.g. middle school textbooks and
newspaper reports.
♣
Able to pursue secondary schooling in Chinese after intensive language study for a year.
♣
Writes for practical purposes, providing factual information in a logical sequence, e.g. recounts or simple reports on familiar matters.
♣
Expresses personal opinion and arguments, using basic grammar and vocabulary expected of native speakers of similar age.
Functional
Chinese as a Second Language (CSL2)
♣
♣
♣
♣
♣
Comprehends factual texts which deploy simple language with some degree of accuracy, e.g. advertisements or stories in youth magazines.
Reads letters written in common, everyday language.
Reads and understands simple literary texts.
Writes a recount or description of everyday nature, e.g. personal diary or work log, showing varied choice of words.
Writes a variety of texts demonstrating some control over clarity and detail, e.g. simple reports or a letter of application.
Developing
Chinese as a Second Language (CSL1)
♣
♣
♣
♣
Understands simple, informative texts, e.g. plain language advertisements or stories in youth magazines.
Reads personal or business letters in common, everyday language about familiar matters.
Records an event or describes a person or object using everyday, high frequency words, e.g. a travel journal.
Writes simple reports by summarising and rearranging information gathered from familiar contexts, using the core vocabulary of the context.
Basic
Chinese as an Additional Language (CAL3)
♣
♣
♣
♣
♣
Understands simple, controlled texts, e.g. weather forecasts and train schedules.
Understands some basic content of popular items in newspapers and magazines.
Understands some main ideas in simple, personal or business communication, e.g. letters, postcards or notices.
Writes simple, informative texts on familiar topics using a vocabulary of a few hundred common words, e.g. an instruction or annotation.
Describes people, objects or matters in a written text, using linguistic devices learnt in and out of class.
Elementary
Chinese as an Additional Language (CAL2)
♣
♣
♣
♣
♣
Can identify some points in simple, controlled texts, e.g. weather forecasts and timetables.
Comprehends the headlines of general newspaper reports.
Understands some aspects of personal or business communication, e.g. letters, postcards or notices.
Writes simple messages on familiar topics using a vocabulary of two hundred common, basic words, e.g. notes or simple instructions.
Describes people or objects at word or sentence level. Can join sentences into paragraphs.
Emerging
Chinese as an Additional Language (CAL1)
♣
♣
♣
Understands some elements of simple, controlled texts, e.g. names, gender and dates.
Able to identify single words or phrases in prescribed materials, e.g. menus, catalogues, book covers and road signs.
Express meaning at the single word or phrase level within the one hundred most frequently used Chinese characters.