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Mandarin 7
Curriculum Mandarin Septième Année
PDF Grade-Set: 5-10
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Big Ideas
Grandes idées
Listening and viewing with intent helps us understand an increasing variety of messages.
We can explore identity and place through increased understanding of a new language.
Reciprocal interactions help us understand and acquire language.
Reciprocal
involving back-and-forth participation Stories help us to acquire language and understand the world around us.
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. understand the world
by exploring, for example, thoughts, feelings, knowledge, culture, and identity Knowing about diverse communities helps us develop cultural awareness.
Learning Standards
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Curricular Competencies
Students are expected to be able to do the following:
Thinking and communicating
Recognize the relationships between sounds, phonetic representation, Chinese characters, and meaning
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 Comprehend key information and supporting details in slow, clear speech and other texts
key information
answers to questions such as 谁, 什么, 哪, 什么时候, 为什么 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 meaning in stories
Use language-learning strategies to increase understanding
language-learning strategies
e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, word-building strategies (e.g., 车：火车, 汽车, 自行车), and similar words in first language (e.g., 酷 for cool) Follow instructions to complete a task and respond to questions
Exchange ideas and information, both orally and in writing
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations Seek clarification of meaning using common statements and questions
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？). Share information using the presentation format best suited to their own and others’ diverse abilities
presentation format
e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media Personal and social awareness
Identify, share, and compare linguistic and cultural information about Chinese communities
share, and compare
Use visual supports or technology to help convey a message. Examine personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens
cultural lens
e.g., values, practices, traditions, perceptions Recognize First Peoples perspectives and knowledge; other ways of knowing, and local cultural knowledge
ways of knowing
e.g., First Nations, Métis and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive Content
Students are expected to know the following:
phonetic systems
phonetic systems
Hanyu Pinyin (e.g., 注音符號); Mandarin phonemes (b, p, m, f, or ㄅㄆㄇㄈ) tonal variations
tonal variations
mā, má, mǎ, mà, ma commonly used Chinese characters
basic parts and radicals
parts and radicals
e.g., 亻, 氵, 艹, 扌, 辶, 饣 common, high-frequency vocabulary, sentence structures, and expressions, including:
expressions
e.g., everyday observations about weather, food, clothing, daily activities - types of questionsquestionse.g., 这是什么？你有几个哥哥？老师在哪儿？
- instructions and comparisonscomparisonse.g., ……比……。
- descriptions of othersdescriptions of otherse.g., 这是我的弟弟，他叫马克。他是加拿大人。这是一件黑色的上衣。
common elements of stories
common elements of stories
place, characters, setting, plot, problem and resolution First Peoples perspectives connecting language and culture, including oral histories, identity, and place
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. place
A sense of place can be influenced by, for example, territory, food, clothing, and creative works. Chinese works of art
works of art
e.g., creative works in dance, drama, music, or visual arts, with consideration for the ethics of cultural appropriation and plagiarism cultural aspects of Chinese communities
cultural aspects
e.g., activities, celebrations, dance, festivals, traditions, clothing, food, history, land, music, protocols, rituals Chinese communities around the world
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.