Mandarin 5

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to know the following:

Students are expected to be able to do the following:

Big Ideas

Big Ideas

Listening and viewing with intent helps us acquire a new language.
Both verbal and non-verbal cues
e.g., gestures, facial expressions, pictures, props
contribute meaning in language.
Reciprocal
involving back-and-forth participation
communication is possible using high-frequency words and patterns.
We can explore our identity through a new language.
Stories
Stories are a narrative form of text that can be oral, written, or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity.
help us to acquire language.
Each culture has traditions and ways of celebrating.

Content

Learning Standards

Content

phonetic systems
Hanyu Pinyin (e.g., 注音符號); Mandarin phonemes (b, p, m, f, or ㄅㄆㄇㄈ)
tonal variations
mā, má, mǎ, mà, ma
commonly used Chinese characters
basic strokes
introduction of stroke order
and structure
e.g., 氵, 亻, 辶, 讠, parts, and radicals
of Chinese characters
common, high-frequency vocabulary, sentence structures, and expressions, including:
  • simple questions
    e.g., 这是什么？你是……吗？
    and descriptions
    descriptive words such as numbers (e.g., 一～十), colours (e.g., 红色, 绿色, 白色), sizes (e.g., 大, 小, 中), and other physical attributes (e.g., 高, 矮, 长, 短)
  • basic information
    e.g., 我六岁。我叫……。
    about self and others
  • basic commands
First Peoples perspectives connecting language and culture, including oral histories
e.g., conversations with an Elder about celebrations, traditions, and protocols
, identity
is influenced by, for example, traditions, protocols, celebrations, and festivals.
, and place
Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world. A sense of place can be influenced by territory, food, clothing, and creative works.
Chinese works of art
e.g., creative works in dance, drama, music, or visual arts, with consideration for the ethics of cultural appropriation and plagiarism
Chinese communities in Canada
common elements of Chinese cultural festivals and celebrations
e.g., Lunar New Year, Mid-Autumn Festival, Lantern Festival, Dragon Boat Festival

Curricular Competency

Learning Standards

Curricular Competency

Thinking and communicating

Demonstrate awareness of the relationships between sounds
tonal variations and basic intonation patterns
, phonetic representation
the correlation between Zhuyin symbols and their pronunciation or Pinyin letters and their pronunciation
, Chinese characters
traditional or simplified; students should be made aware that the two character systems exist
, and meaning
Identify key information in slow, clear speech and other texts
“Text” is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
Comprehend stories
Comprehend high-frequency vocabulary
refers to compounds 词汇 instead of characters 字
in slow, clear speech and other texts
Use language-learning strategies
e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge and familiar words
Interpret non-verbal cues to increase understanding
Respond to simple commands and instructions
Participate in simple interactions
Seek clarification
Request or provide repetition, word substitution, reformulation, or reiteration (e.g., ⋯⋯怎么说？).
of meaning
Share information using the presentation format
e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media
best suited to their own and others’ diverse abilities

Personal and social awareness

Consider personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
Recognize First Peoples perspectives and knowledge; other ways of knowing
e.g., First Nations, Métis and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge