Local environments
Stage 2
Connected Outcomes Group (A)
Connection focus: observing and interpreting the environment considering its significance, planning and design. The impact our
interactions have on different environments needs to be considered.
Literacy connections:
Texts that discuss and explain
Talking and listening: identify key criteria for a task
Reading: compare visual features of maps
Writing: record and explain a process using technical language, and visual features
KLA Outcomes
2.UL.1 Recognises and responds to
spoken texts in Chinese in familiar
contexts
2.UL.2 Identifies and responds to key
words, phrases and simple sentences in
context in written Chinese
LANGUAGES
2.UL.3 Uses familiar language to share
information
2.UL.4 Uses models to write text to
convey personal information and ideas
2MLC.1 Explores relationships between
languages
2.MLC.2 Identifies ways in which meaning
is conveyed by the sounds and symbols of
Chinese
Numeracy connections:
Position: determine compass directions (E, S, W, N; NE, SE, NW and SW) given one of the
directions. Describe the location of natural features in NSW and Australia as a direction
from own local area.
Three-dimensional space: name, describe, sort, make and sketch prisms, pyramids,
cylinders, cones and spheres. Make a model of a building. Have several students sketch
the building from different viewpoints. Identify the viewpoint from which the drawing was
made.
Connections
Content
Students identify means of getting around in the local
area and compare this with other countries.
Students learn to:
• describe how people travel, using different types of
transport, e.g. 走路，坐（汽）车，坐火车，坐公共汽
Students locate key features on a map and
give/respond to directions.
Students explore a typical school day in the target
language community.
Existing KLA resources
Flashcards, e.g. transport, famous places
in target country
Games, e.g. Memory
Maps and photographs of local area
车，坐自行车 (by foot, by car, by train, by bus, by
Websites with maps of China
Zìjǐ lái ba! (resource kit for primary
bike).
Chinese), unit 7
• use maps, locating landmarks with directions (e.g. 北
Chinese Made Easy for kids
Chinese Paradise
边 – north side) and coordinates (e.g. A7)
Kuai Le Han Yu
• give simple directions, e.g. 往左拐，往右拐，往前走， Ni Hao 3, Unit 2
往回走 (turn left, turn right, walk straight ahead, turn
back).
Students learn about:
• key features and landmarks in Australia and China
• similarities and differences in schooling in various
communities, e.g. between Australia and China.
DET resources:
Tai Hao Le CD-ROM (Module 4, topic 2,
level 2)
Shuo Shuo Xiao Xiao, Beginners (Theme
7, Programs 33-38, if available)
Shuo Shuo Xiao Xiao, Continuers (Theme
7 Programs 33-38, if available)
China Album CD-ROM (Theme 4,
Games)
2.MBC.1 Recognises the link between
culture and a sense of identity
2.MBC.2 Identifies connections between
culture and language use in Chinesespeaking communities
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2006)
COGs Chinese S2 Local environment (A)
17/7/06
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http://www.curriculumsupport.nsw.edu.au/timetoteach
Unit of work
Outcomes
Learning experience
Planned assessment
Languages
Transport (Building the field)
• Ask students to draw (or cut out pictures of) the different types of transport they know/use and
Assessment strategy 1
2.UL.1 Recognises and responds to spoken
texts in Chinese in familiar contexts
• listens for meaning
• listens to short texts while following the written
form
• uses paralanguage, e.g. tone, pitch, volume,
gestures, facial expressions, to support
understanding, such as directions.
2.UL.2 Identifies and responds to key words,
phrases and simple sentences in context in
written Language
• recognises the forms and conventions of
language in text
• uses their knowledge of symbols to read and
understand words.
2.UL.3 Uses familiar language to share
information
• imitates and reproduces correct pronunciation,
intonation and stress
• engages in conversations to ask and respond
to questions, make and respond to requests,
to give and respond to instructions.
2.UL.4 Uses models to write text to convey
personal information and ideas
• refers to charts, dictionaries, word lists and
glossaries to access Hànzì or vocabulary to
enhance communication of ideas.
2.MLC.1 Explores relationships between
languages
• identifies words drawn from other languages
and the influence of globalisation on language
• identifies and compares connections between
languages, e.g. grammar, word order.
2.MLC.2 Identifies ways in which meaning is
conveyed by the sounds and symbols of
Chinese
identifies features of the spoken language
• demonstrates understanding of the
conventions of speech, e.g. questions,
statements.
2.MBC.1 Recognises the link between culture
and a sense of identity
• contributes to class discussions about diverse
practices across cultures.
NSW Department of Education and Training
COGs Chinese S2 Local environment (A)
make a vocabulary poster, e.g. 走路，汽车，火车，公共汽车，自行车，船 (for students who
need more support, vocabulary can be printed on worksheet given to students to cut out and
paste on poster).
Students survey each other to
see how they go to a set place in
the local community (e.g. shops),
and present the results in graph
form, labelled in Chinese (this
could also be done as an ICT
task, using Excel)
Travelling to school
• Using flashcards, teacher surveys students to find out how they come to school, e.g. 走路，
坐（汽）车，坐火车，坐公共汽车，坐自行车.
• Consolidate language: memory game (matching pictures with Hànzì).
• Students survey each other to see how they get to a set place in the community and
determine the total number of students who use each mode of transport (see Assessment
strategy 1) using the language 你怎么去……？我……去。
• Draw up the results as a bar graph, and discuss in Chinese (numbers + modes of transport),
Assessment criteria
The student:
• creates appropriate questions
for the survey in Chinese
• records information correctly in
Chinese
• demonstrates knowledge of
modes of transport and key
structures and vocabulary in
Chinese.
e.g. 几个同学坐……去？……个。
• Using a listening tape (or video if available) with students in China (or recently arrived
students from China) being interviewed/talking about getting to school, ask students to write
down how students get to school in China, and compare this with their own community.
Alternatively, students can search on the internet about schools in China, give a report and
compare the information with their own community.
These criteria relate to outcomes
2.UL.3, 2.UL.4, 2.MLC.1,
2.MLC.2
Case study: School here versus school there
• Based on research completed in the last dot point above or from the internet, discuss what a
typical school day is like in China, including:
- how students get to school
- which days students go to school
- time school starts/finishes
- whether or not students wear a school uniform
- typical school subjects
- lunch at home or school
- other customs.
• Reading task: working in pairs, students are given cards about various activities at schools in
Australia and China (including time for each activity). They are to match sentences to the
Assessment criteria
Assessment strategy 2
Students take turns to guide their
classmates through a maze
(listening and speaking).
The student:
• understands simple directions,
including left, right, straight
ahead and stop
• gives simple directions,
including left, right, straight
ahead and stop.
These criteria relate to outcomes
1.UL.1, 1.UL.3, 1.MLC.2
correct country (Australia and China). For example 学校三点放学，四点有课外活动，我们十
二点半吃午饭 etc.
How do I get around my community?
• Introduce vocabulary and expressions related to position and direction (怎么走？往左拐，往右
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Outcomes
2.MBC.2 Identifies connections between culture
and language use in Chinese-speaking
communities
• observes the influence of cultural values on
language use, e.g. formal and informal
language.
Learning experience
Planned assessment
拐，往前走，往回走). Extension: prepositions (前面，后面，旁边，对面，附近) and more
complex directions (第一个路口……).
• Using a map of Beijing, introduce key places of interest. Using the same map or an OHT, give
students a starting point and then directions in Chinese to find other places of interest.
• Using the map (same as above or one showing local areas around the school), give students
a starting point and ask which form of transport they would choose to get to key features, e.g.
•
•
•
•
你怎么去？我坐火车去。
True/false activity: students read 5–6 statements relating to a map and follow directions,
identifying them as true/false.
Using the map, give students a starting point and then ask them to describe how they would
get to other key features, using simple directions, e.g. 往前走，往左拐。
Students draw chalk mazes/maps on playground to orally guide each other through (see
Assessment strategy 2).
Extension – students to use China Album CD-ROM Theme 4 Games – Street directions to
extend their knowledge of practising directions getting around town.
Other communities: the bigger picture
• Using a map of a city in China (Beijing, Shanghai) or alternately a map showing Chinatown in
Sydney, ask students to locate places of interest using coordinates, e.g. A7
• Identify famous landmarks and major cities on a map, introducing 东，南，西，北；东北，东
南，西北，西南 (east, south, west, north; north-east, south-east, north-west, south-west), e.g.
北京在中国的北部。(Beijing is in the north of China.) Explain the differences between saying
these directions in Chinese and in English.
• Extension – ask students to identify China on a world map and compare its features to
Australia, e.g. size, physical features and population.
• Make a puzzle map with the regions and cities of China, and describe the location of cities in
Chinese, e.g. 上海在中国的东南部。(Shanghai is in the south-east of China.)
NSW Department of Education and Training
COGs Chinese S2 Local environment (A)
30/7/06
Page 3 of 3
http://www.curriculumsupport.education.nsw.gov.au/timetoteach