Work samples

This portfolio of student work shows that the student can use spoken and written Chinese to interact in a range of familiar contexts (WS1, WS2, WS3, WS4). The student responds to instructions, questions (WS2, WS3, WS4) and directions. The student uses known phrases to exchange personal information, seek clarification (WS3) and transact (WS1) and make arrangements. The student uses the question particle and familiar question words (WS1, WS2, WS3, WS4). The student approximates tone, intonation and rhythm but meaning remains clear (WS1, WS2, WS3, WS4). The student uses gesture and some formulaic expressions to support oral interaction (WS1, WS2, WS3, WS4). The student employs learnt vocabulary (WS1, WS2, WS3, WS4) to express personal insights and compares experiences on topics of personal interest and significance. The student connects ideas using basic cohesive devices (WS3), expresses opinions and gives reasons (WS1, WS2). In writing, the student organises ideas using time expressions and phrases which mark sequence. The student applies 不 and 没有 in familiar phrases (WS1, WS2, WS3, WS4). The student responds to and creates simple informative and imaginative texts for known audiences and purposes (WS1, WS2, WS3). The student uses a range of verbs (WS4), including verbs of identification and existence and a range of action verbs to describe interests (WS2) and events. The student accesses and organises information from a range of spoken, audio-visual and printed texts (WS4). The student uses simple sentences (WS3) and paragraphs, and produces simple descriptions (WS4) using intensifiers (WS1, WS2). The student reflects on interactions when using and learning languages.

The student is aware of the key features of the Chinese writing system and its differences to the English writing system (WS4). The student recognises the function of tone-syllables (WS1, WS2, WS3, WS4) and Pinyin. The student explains the word order of Chinese sentences (WS4) and the layout and construction of simple familiar Chinese texts (WS4) in comparison to their English equivalents. The student recognises and describes diversity within the Chinese spoken and written language (WS4), and considers the influence of culture on everyday communication, for example, concepts such as respect, politeness and the importance of family. The student is aware that literal translation between languages is not always possible (WS4), and that aspects of interpretation and translation are affected by context, culture, and intercultural experience.