Making informed choices – Chinese
Stage 3
Connected Outcomes Group (D)
Connection focus: understanding roles and responsibilities in the decision making process as it affects all aspects of our lives. By analysing
and valuing different perspectives we are able to make informed choices and contribute to the democratic process.
Literacy connections:
Texts that inform and persuade using multiple points of view
Talking and listening: formal presentation that argues a position
Reading: using information from multiple sources to validate a position
Writing: constructing a formal argument for a specific audience
KLA Outcomes
3.UL.1 Organises and responds to key
ideas from spoken texts in familiar
contexts
LANGUAGES
3.UL.2 Organises and responds to ideas
from written texts in familiar contexts
3.UL.3 Interacts with others by sharing
key points of information in Chinese
Numeracy connections:
Data: read and interpret graphs with scales of many-to-one correspondence. Investigate
and interpret data relating to the electoral process, state and federal government.
Connections
Content
Existing KLA resources
Students learn to negotiate in group work through
class-based tasks.
Students learn about:
• the importance of working well within groups and
across groups, to achieve set outcomes
• ways to demonstrate what they have learnt in the TL in
previous Stages/years, and the value of learning
another language
• the democratic process of running an election
campaign to elect language ambassadors.
DET resources:
Templates from Curriculum K–12 website
Ni hao 1 (chapter 5)
Tai Hao Le! Learn to speak Chinese
(Module 2 Topic 2, Module1 Topics 2-4)
Students develop an awareness of the democratic
decision-making process.
3.UL.4 Writes texts to present key points
of information in Chinese
3.MLC.1 Recognises the importance of
context in language use
3.MLC.2 Identifies patterns and features
of Chinese by making comparisons
between languages
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2006)
COGs Languages S3 Making informed choices (D) Version published 29/5/06
Page 1 of 3
http://www.curriculumsupport.education.nsw.gov.au/timetoteach
Unit of work
Outcomes
Learning experience
Planned assessment
Languages
Classroom quiz (Building the field)
Assessment strategy 1
3.UL.1 Organises and responds to key ideas
from spoken texts in familiar contexts
• responds appropriately in familiar situations,
e.g. requesting information.
• To revise classroom language (e.g. 剪刀，纸，笔，铅笔，尺 etc.), teacher places key items
Using the game Go fish!, teacher
observes student responses.
3.UL.2 Organises and responds to ideas from
written texts in familiar contexts
• searches for and selects relevant information
in order to respond to questions
• deduces the meaning of unfamiliar words from
context.
3.UL.3 Interacts with others by sharing key
points of information in Chinese
• uses available resources to support the
production of an original text
• uses modelled language and formulaic
expressions to initiate and maintain
communication
• presents or requests information in ways
appropriate to the purpose, e.g. campaign
speech
• uses appropriate intonation, pronunciation,
stress and rhythm when speaking.
3.UL.4 Writes texts to present key points of
information in Chinese
• applies specific rules of grammar and
accesses appropriate vocabulary to construct
texts
• conveys information in a sequence of
sentences, each containing one or two main
points
• uses available resources to support the
construction of new texts, e.g. dictionaries,
word lists, sentence models.
3.MLC.1 Recognises the importance of context
in language use
• identifies the features of familiar texts, e.g.
advertisements, posters.
3.MLC.2 Identifies patterns and features of
Chinese by making comparisons between
languages
• applies learnt patterns in producing own text
• identifies specific features of the written
language.
on their desk and asks 这是什么？Students identify each item in the TL.
• Memory game: students close their eyes, and teacher removes one or more items. Students
guess what’s missing. In the final round, remove all items!
Working together in groups
• Teacher preparation: Prepare one envelope for each group of 3–4 students, containing one of
the following combinations:
- scissors and A4 sheet of yellow paper
- ruler and A4 sheet of red paper
- glue and A4 sheet of blue paper
- 5 metres of string and A4 sheet of green paper
- stapler and a roll of crepe paper.
(there should be at least two envelopes for each combination)
• Introduce the first task: Students will be divided into groups of 3–4. Each group will be given
an envelope and is required to make the following items:
- a 3cm x 5 cm tricoloured flag
- a paper chain with three different colours
- a blue square with three equal sides, each side 3 cm in length
- a two-coloured paper kite with a crepe paper tail and a 50 cm string.
(For teachers with shorter lessons, this activity could be simplified by creating only two of
the four items)
Assessment criteria
The student:
• makes simple requests in TL
• responds to requests in TL,
using familiar language.
This criteria relates to outcomes
3.UL.1, 3.UL.3, 3.MLC.2
• Brainstorm language required to complete the task, e.g. colours, 你有……吗？我可以借你
的……吗？可以/不，我要用。/不，我没有……。(Extension: 不，他们借了。)
• Consolidate language with Go fish! game (see Assessment strategy 1). Using template from
http://www.curriculumsupport.education.nsw.gov.au (photocopied twice for each group –
24 in a ‘pack’), students play in groups of 3–4. For groups of three, students are dealt eight
cards each and must collect four pairs. For groups of four, students are dealt six cards each
and must collect three pairs.
• Complete first task over one lesson.
Working together to promote language learning
• Class reading task to review language learnt to date: students read a letter/email from a child
in the target language country, talking about themselves. Students highlight the structures
they know (e.g. family, pets, likes/dislikes, hobbies), and then write five sentences of their own
choice, e.g. 我叫……，我住在……，我十岁，我有两个哥哥，我最喜欢的动物是马。我很高，
我的眼睛是蓝色的。我喜欢吃蛋糕，etc.
• Introduce the second task: students are to create a class mural which showcases how much
NSW Department of Education and Training
COGs Languages S3 Making informed choices (D)
Version published 29/5/06
Page 2 of 3
http://www.curriculumsupport.education.nsw.gov.au/timetoteach
Outcomes
Learning experience
•
•
•
•
Planned assessment
language they have learnt to date and advertises the language program to the parents and
wider school community.
Brainstorm the benefits of learning a language, e.g. it’s fun; you can learn about other
cultures; learning to communicate with different people. Using the sentences students wrote in
class reading task, brainstorm the language the class has learnt to date.
Divide class into groups by counting or drawing names from a box.
Each group is to design a section (A3 sheet, landscape) of a class mural, which incorporates
three key language points in TL, and a slogan (in TL or English) about the benefits of learning
a language. Groups should negotiate with each other to ensure there is a variety of language
structures included.
To advertise the language program, the work should then be displayed in the school
foyer/canteen area.
Voting for language ambassadors
• Introduce the concept of language ambassadors within the school: elected students from the
class will visit younger students, team-teaching a set topic over a four week period with the
Languages teacher, e.g. pets (teacher to check what Stage 1 will be doing in the following
term).
• Students work in groups of 3–4. Each group nominates a member as a language
ambassador. The remainder of the group is to assist the nominee with their campaign.
• Brainstorm language to be used in campaign, e.g. personal attributes (友好 friendly, 有帮助
•
•
•
•
helpful, 有耐心 patient, 和蔼 kind), ‘给……投一票’, 我会/将会…… (future tense), 我会……,
relevant personal information (hobbies, likes/dislikes).
Filming/videotaping: record situations around the school where students show their
friendliness, kindness and patience towards younger students.
Each group must assign roles for each of the following tasks:
- write a speech for their candidate, in TL, including the benefits of learning a language
- using computer to design an advertising poster in TL
- produce one resource which the candidate could use with the younger students, e.g. set of
flashcards, a reader.
Posters are displayed in the room in the week prior to the election. On the election day,
candidates deliver their speech to the class and shows their resource, supported by their
film/video. Students vote on their candidate of choice, using prepared ballot paper. Teacher to
tally votes.
The 2–3 students with the most votes are now the ‘elected representatives’ of the class, and
will visit Stage 1 in the following term.
NSW Department of Education and Training
COGs Languages S3 Making informed choices (D)
Version published 29/5/06
Page 3 of 3
http://www.curriculumsupport.education.nsw.gov.au/timetoteach