Summative
Student:
Year 9 Chinese Continuer
Oral task: Where do you live?
Task Description:
This task requires you to describe to your house or town, it mainly to assess
your Chinese writing and speaking skills. It also requires you to use complex
sentence structures with a range of vocabularies which have been studied this
term. Your sentences should include cohesive devices, tense markers,
adjectives and relative place words. This oral task also require you to use your
prior knowledge.
You need to present a 3 minute oral to your class, and then followed by a 2
minute question time / discussion. Your presentation should contain have some
images.
Step 1 – Choose a topic: My house or My town (or negotiate with your teacher)
Step 2 – What are you going to present?
Guiding questions to think about:
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Geographical location (e.g. near park or shops or far away from school)
How big / size of your house / size of your window (e.g. big or small)
How many bedrooms / living rooms / kitchens / garages?
Do you have a garden? Describe your garden.
Electronic products in your house, e.g. air-conditioner, microwave, wash
machine, dishwasher and etc. & where are they?
Describe your bedroom, what do you have in your bedroom (e.g. colors of your
bed).
What do you have in front / back yard?
Size of your dinner table?
IT IS YOUR TIME NOW– think about what other things you might include in your
oral?
Step 3 – How are you going to present your oral?
 You can use PowerPoint / Poster / photostory 3
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Summative
Student:
 You can create a website page by using Weebly (it is free, but you need to
register)
 Or, you can be as creative as you would like to
An example will be uploaded to Daymap shortly! I am sure that you can do better
than the example.
You are strongly encouraged to use following phrases / terms in your oral presentation:
 离，跟，近 ，远
 Make compassions by using 比
 Use measure words: 个 ，座，栋，间，幅
 refers to your Vocab Lists
i.
week 7 – Some places in town
ii.
week 8 – Adjectives: Words we can use to describe our town & house
 Cohesive devices: (see week 7 & 8’s PowerPoint slides & the grammar
worksheet)
i.
和
ii.
不但…,而且…。
iii.
虽然…,但是…。
iv.
除了….,以外…。
 Sentence structures (refer to Week 7 & 8’s PowerPoint in the Dropbox)
Timeline of the oral task:
1. Oral draft is due WEEK 10 TUESDAY!
2. You will have 3 lessons in class to work on your oral task: Thursday & Friday.
3. Use your homework time to draft and practise reading your ‘My house’
description prior to presenting in class on the due date.
4. Edit your work (grammar and sentence structures) on Week 10 Tuesday and
practise it with your classmates or your teacher.
5. Oral Presentation: Week 10 Thursday!
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Summative
Student:
Australian Curriculum: Chinses – Second Language Learner Pathway
Year 9 Achievement Standard
A
Ideas
In familiar contexts, student
responses are consistently
relevant to context, purpose,
audience, and topic.
Responses consistently convey
the appropriate detail, ideas,
information, and opinions.
Responses successfully create
the desired impact and interest,
and engage the audience.
Comprehensive evidence of
planning and preparation.
B
In familiar contexts, student
responses are mostly relevant to
context, purpose, audience, and
topic.
Responses mostly convey the
appropriate detail, ideas,
information, and opinions.
Responses generally create the
desired impact and interest, and
engage the audience.
Sound planning and preparation.
C
In familiar contexts, student
Responses are generally relevant
to the topic and purpose, with
some relevance to context and
audience.
Responses generally convey
simple ideas and opinions, with
generally appropriate information.
Expression
Familiar vocabulary and sentence structures are
used with a high degree of accuracy in familiar
contexts.
Some errors when trying to use more complex
structures, but errors do not usually impede
meaning.
Effective use of a range of cohesive devices to
connect ideas.
Expression consistently appropriate to the cultural
and social context.
Fluent expression and with mostly accurate
pronunciation.
Information and ideas are organized logically and
coherently.
Familiar vocabulary and sentence structures are
used with a sound degree of accuracy in familiar
contexts.
Errors made when more complex structures are
attempted may sometimes impede meaning.
Use of simple cohesive devices to link ideas.
Expression is mostly appropriate to the cultural
and social context.
Some degree of fluency with reasonably accurate
pronunciation.
Mostly coherent organization of information and
ideas.
Use of familiar vocabulary and sentence
structures to convey meaning.
Some quite basic errors in the sentences, but
generally accurate.
Often relies on one or two cohesive devices to
link ideas.
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Summative
D
Responses generally create some Expression generally appropriate to the cultural
interest and partly engage the
and social context.
audience.
Pronunciation and information are
Competent planning and
understandable.
preparation.
Generally coherent organization of information
and ideas.
In familiar contexts, student
Learnt vocabulary and structures are recombined
responses partially relevant to the to create simple sentences on very familiar topics.
topic and purpose.
The language produced contains frequent errors
Responses convey some basic
and only partially communicates what is intended.
information that may be
appropriate.
A cohesive device may be used, with some
effectiveness.
Responses include one or more
elements of interest that may
Expression occasionally appropriate to the
engage the audience.
cultural and social context.
Some planning and preparation.
E
Student:
Pronunciation may impede meaning.
Responses tend to be a series of loosely
connected sentences.
In familiar contexts, responses
Limited range of vocabulary and sentence
have limited relevance to the topic structures, with use of single words to convey
and purpose.
basic information relating to familiar topics.
Responses attempt to convey
some basic information, with
limited appropriateness.
Responses attempt to include an
element of interest.
Attempted planning or
preparation.
High incidence of basic errors that impede
meaning.
Attempted use of a cohesive device, with limited
effectiveness.
Relies heavily on the dictionary. Incorrect or
inappropriate selection of words impedes
meaning.
Limited appropriateness of expression.
Pronunciation may still be strongly influenced by
first or different language and impedes meaning.
Responses are disjointed.
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