Big Ideas
Big Ideas
Listening and viewing with intent helps us understand a message.
We can explore our identity through a new language.
Reciprocal
involving back-and-forth participation
communication is possible using high-frequency words and patterns.
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 and understand the world by exploring, for example, thoughts, feelings, knowledge, culture, and identity
around us.
Learning about language from diverse communities helps us develop cultural awareness.
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
common, high-frequency vocabulary, sentence structures, and expressions, including:
- types of questionse.g., 你是……吗？versus 你是不是……？
- descriptions of otherse.g., 他六岁。她很……。
- hobbies and topics of intereste.g., 我喜欢打球。我喜欢听音乐。
- common emotionse.g., 我很高兴。我非常高兴。and states of physical healthe.g., 我很累。我很饿。
First Peoples perspectives connecting language and culture, including oral histories
e.g., conversations with an Elder about celebrations, traditions, and protocols
, identity 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.
cultural aspects
e.g., activities, celebrations, dance, festivals, traditions, clothing, food, history, land, music, protocols, rituals
of Chinese communities
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
Chinese cultural festivals and celebrations
e.g., Lunar New Year, Mid-Autumn Festival, Lantern Festival, Dragon Boat Festival
in Canada
Curricular Competency
Learning Standards
Curricular Competency
Thinking and communicating
Recognize 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
, 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 words and patterns 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; 车：火车, 汽车, 自行车), and similar words in first language (e.g., 酷 for cool)
Interpret non-verbal cues
e.g., gestures, facial expressions, pictures, props
to increase understanding
Respond to questions, simple commands, and instructions
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
and information, both orally and in writing
Seek clarification
Request or provide repetition, word substitution, reformulation, or reiteration (e.g., 我不明白。请再说一遍。你在说什么？).
of meaning using common statements and questions
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