Mandarin Second Additional Language CAPS Grades 4 6

CURRICULUM AND ASSESSMENT POLICY STATEMENT GRADES 4-6 MANDARIN SECOND ADDITIONAL LANGUAGE

Department of Basic Education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2014 Department of Basic Education ISBN: 978-1-4315-2069-5 1

CONTENTS SECTION 1 Curriculum and Assessment Policy Statement 4 1.1 Background 4 1.2 Overview 4 1.3 General aims of the South African curriculum 5 1.4 Time allocation 7 1.4.1 Foundation Phase 7 1.4.2 Intermediate Phase 7 1.4.3 Senior Phase 8 1.4.4 Grades 10–12 8 SECTION 2 Introducing the Languages 10 2.1 Languages in the Curriculum and Assessment Policy Statement 10 2.1.1 Language levels 10 2.1.2 The language skills 13 2.1.3 Language teaching approaches 16 2.2 Time allocation of Second Additional Language in the curriculum 17 2.3 Learning and Teaching Support Materials 18 SECTION 3 Content and Teaching Plans for Language Skills 20 3.1 OVERVIEW OF KILLS, CONTENT AND STRATEGIES 20 3.2 Expressions used in conversational Chinese – Reference list. 26 3.3 Spread of texts across Grades 4 -6 28 3.3.1Summary of t0ext types across the phase. 30 3.3.2 Length of Texts for Second Additional Language (to be produced by the learner) 33 3.3.3 Length of Texts for Second Additional Language (for learners to engage with) 34 3.3.4 Vocabulary to be attained by Second Additional Language learners. 34 3.4 Teaching plans 35 3.5 CONTENT AND TEACHING PLANS FOR MANDARIN CHINESE 35 3.5.1 Grade 4 35 3.5.2 Grade 5 54 3.5.3 Grade 6 74 2

SECTION 4 Assessment in Second Additional Language 100 4.1 Introduction 100 4.2 Informal or daily assessment 100 4.3 Formal assessment 101 4.4 Programme of Assessment 104 4.4.1 Overview of requirements 104 4.4.2 Examinations 104 4.5 Recording and reporting 105 4.6 Moderation of assessment 106 4.7 General 106 Glossary 106 3

SECTION 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENT 1.1 BACKGROUND The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 OVERVIEW (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; (iv) The policy document, An addendum to the policy document, the National Senior 4

Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.= (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 GENERAL AIMS OF THE SOUTH AFRICAN CURRICULUM (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self- fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be 5

achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). 6

1.4 TIME ALLOCATION 1.4.1 Foundation Phase (a) The instructional time in the Foundation Phase is as follows: GRADE R GRADES 1-2 GRADE 3 SUBJECT (HOURS) (HOURS) (HOURS) Home Language 10 8/7 8/7 First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills 6 6 7 Beginning Knowledge (1) (1) (2) Creative Arts (2) (2) (2) Physical Education (2) (2) (2) Personal and Social Well-being (1) (1) (1) TOTAL 23 23 25 (b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R - 2 and 2 hours as indicated by the hours in brackets for Grade 3. 1.4.2 Intermediate Phase (a) The instructional time in the Intermediate Phase is as follows: SUBJECT HOURS Home Language 6 First Additional Language 5 7

Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills 4 Creative Arts (1,5) Physical Education (1) Personal and Social Well-being (1,5) TOTAL 27,5 1.4.3 Senior Phase (a) The instructional time in the Senior Phase is as follows: SUBJECT HOURS Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 TOTAL 27,5 1.4.4 Grades 10-12 (a) The instructional time in Grades 10-12 is as follows: SUBJECT TIME ALLOCATION PER WEEK (HOURS) 8

Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 12 (3x4h) A minimum of any three subjects selected from Group BAnnexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R- 12, subject to the provisos stipulated in paragraph 28 of the said policy document. TOTAL 27,5 The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects. 9

SECTION 2: INTRODUCING THE SECOND ADDITIONAL LANGUAGE IN THE INTERMEDIATE PHASE 2.1 LANGUAGES IN THE CURRICULUM AND ASSESSMENT POLICY STATEMENT Language is a tool for thought and communication. It is also a cultural and aesthetic means commonly shared among a people to make better sense of the world they live in. Learning to use language effectively enables learners to acquire knowledge, to express their identity, feelings and ideas, to interact with others, and to manage their world. It also provides learners with a rich, powerful and deeply rooted set of images and ideas that can be used to make their world other than it is; better than it is; clearer than it is. It is through language that cultural diversity and social relations are expressed and constructed, and it is through language that such constructions can be altered, broadened and refined. 2.1.1 Language levels Language learning in the Intermediate Phase includes all the official languages in South Africa, namely, Afrikaans, English, isiNdebele, isiXhosa, isiZulu, Sepedi (Sesotho sa Leboa), Sesotho, Setswana, Siswati, Tshivenda, Xitsonga and non-official languages, namely, Arabic, French, German, Gujarati, Hebrew, Hindi, Italian, Latin, Modern Greek, Portuguese, Spanish, Tamil, Telugu, Urdu. All official languages can be offered at Home, First Additional, or Second Additional Language levels. All non-official languages are offered on at least Second Additional Language level. Language learning in Grades 4 - 9 includes all the official languages in South Africa. All these official languages can be offered at Home, First Additional, or Second Additional Language levels. Non- official languages may be offered on at least Second Additional Language level where such languages have been developed. The Home Language is the language first acquired by learners while First Additional language is the language learnt in addition to one’s home language. The Second Additional Language is the further language that a learner can learn, that enables broader communication and promotes multilingualism as enshrined in the Constitution and the Language in Education Policy. The language may be in use within the community or culture and will enhance nation building and intercultural understanding. Many South African schools do not offer the home languages of some or all of the enrolled learners but rather have one or two languages offered at home language level. As a result, the names Home Language, First Additional and Second Additional Language refer to the proficiency levels at which the language is offered, and not the native (Home) or acquired (as in the Additional)languages. For the purposes of this policy, any reference to Home Language should be understood to refer to the level and not the language itself. The Home Language level provides for language proficiency that reflects the mastery of basic interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum. Emphasis is placed on the teaching of the listening, speaking, Reading and Writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, 10

and empower their understandings of the world they live in. However, the emphasis and marks allocated for Reading and Writing from Grades 7 onwards are greater than that for speaking and listening because the demands on learners’ literacy increase as they prepare for further and higher education and the world of work. The First Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus in the first few years of school is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills. In Grades 2 and 3 learners start to build literacy on this oral foundation. They also apply the literacy skills they have already learned in their Home Language. In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, Reading and Writing skills. At this stage the majority of children are learning through the medium of their First Additional Language, English, and should be getting more exposure to it. Greater emphasis is therefore given to using the First Additional Language for the purposes of thinking and reasoning. This enables learners to develop their cognitive academic skills, which they need to study subjects like Science in English. They also engage more with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language. By the time learners enter Grade 7, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills. However, the reality is that many learners still cannot communicate well in their Additional Language at this stage. The challenge in Grades 4-6, therefore, is to provide support for these learners at the same time as providing a curriculum that enables learners to meet the standards required in further grades. These standards must be such that learners can use their additional language at a high level of proficiency to prepare them for further or higher education or the world of work. The Second Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills. In Grades 4 - 6 learners start to build their oral and literacy skills. They also apply the oral and literacy skills they have already learned in their Home and First Additional Languages. In Grades 7-9, learners will continue to strengthen their Listening and Speaking while developing their Reading and Writing skills. By the time learners enter Grade 7, they should try to communicate in their Second Additional Language at both interpersonal and social levels. However, the reality is that many learners still cannot communicate well in their Additional Language at this stage. The challenge in Grades 4-6, therefore, is to provide support for these learners at the same time as providing a curriculum that enables learners to meet the standards required in further grades. These standards must be such that learners can use their additional language at a level of proficiency to prepare them for further or higher education or the world of work. 2.1.1.1 Specific aims of learning Second Additional Languages Learning a Second Additional Language should enable learners to: 11

acquire the language skills necessary to communicate appropriately in the target language at a basic level; listen, speak, read/view and write the language with growing confidence and enjoyment. These skills and attitudes form the basis for life-long learning; express, orally and in writing, and emotions in order to become comfortable in the language; use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing; use language to access and manage communication in other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; use language as a means for expressing information on familiar topics; for interacting with a familiar range of texts; and for reading texts for enjoyment, basic information and communication. 2.1.1.2 Teaching the Second Additional Language In order to learn an Additional Language well, one needs as much exposure to it as possible in order to build linguistic competence and basic discourse competence. Teachers should therefore ensure that learners listen to and read the Additional Language in the time allocated for various purposes. The learners need opportunities to listen to the Additional Language for information and comprehension (e.g. a dialogue) and for pleasure (e.g. a song). Even more importantly, they need opportunities to read and view the Additional Language for information (e.g. instructions to make a sandwich), pleasure (e.g. a simple story). Research shows that the best way to develop a wide vocabulary is through reading of appropriate texts. It is very important that oral, written and visual texts are at the right level for learners. If the texts are too difficult, learners will get discouraged and they will not learn anything; if they are too easy, there will be no challenge and little learning will take place. An important role of the language teacher is to match the level of text to the level of the learner. Throughout the Intermediate Phase, learners should be listening to and reading texts that are in line with their developing language skills. Learners also need to use their Additional Language as often as possible. They need opportunities to listen, speak, read and, to a lesser extent, write the Additional Language for interpersonal reasons (e.g. a dialogue), to develop their creativity (e.g. performing a song, role playing, etc.), to develop communicative skills (e.g. expressing an opinion, meeting and greeting). Learners need to understand the purpose for which they are speaking. Throughout the Intermediate Phase, learners should be doing oral exercises that are in line with their developing language skills. It is necessary that learners get regular and timely feedback on their orals so that they know where and how to improve. An important role of a language teacher is to provide high quality feedback, which is at the heart of good assessment. Learners also need to know the basics of language: grammar, vocabulary, spelling and punctuation. Generally, teachers will deal with these aspects of language in context. For example, they can make learners aware of the structure and features used in giving directions (commands are used). There is also a place for direct/explicit teaching of the basics and the opportunity to practise them. 12

When planning a two-week unit of lessons, teachers should integrate language skills, together with the basics of language. They should choose a text type and a topic / theme that will interest learners; little learning can be achieved if learners are not engaged and motivated. For example, a topic for phrases / sentences might be ‘My school’. Teachers could introduce the topic through listening and/or reading, building the language and vocabulary knowledge necessary for speaking. For example, learners could read a short text presenting the vocabulary and language structures. Once learners are familiar with the language necessary for this topic, they could then write the phrase / sentence. This would provide further opportunities for working with language. Teachers should provide feedback throughout the process and administer an appropriate assessment activity at the end. In Grades 4 - 6, it is important that: There is a strong focus on Listening and Speaking There is continued support for the development of vocabulary, sentence and paragraph construction, and grammar in context Learners work with a variety of texts, including visual texts. These texts increase in difficulty as they move through the grades 2.1.2 THE LANGUAGE SKILLS The Second Additional Language curriculum is packaged according to the following skills: 1 Listening and Speaking 2 Reading and Viewing 3 Writing and Presenting 4 Language Structures and Conventions Listening and Speaking Listening and Speaking are central to learning in all subjects. Through effective Listening and Speaking strategies, learners collect and synthesise information, construct knowledge, solve problems, and express ideas and opinions. In Grades 4 - 6, Second Additional Language learners will use Listening and Speaking skills to communicate at a basic level. In this phase, learners’ spoken language still needs to be scaffolded (i.e. modelled and supported, for example, with vocabulary and sentence frames). The teacher needs to make sure that all learners get opportunities to speak in the target language. Because learners will progress at a different pace, the teacher needs to tailor speaking opportunities (e.g. the questions asked) to the level of the individual child. As the children move through the grades, the teacher should expect children to speak more and their utterances should become longer. Teaching time should include daily practice of short Listening and Speaking activities as well as 13

longer focused activities spread out through the week. In Grades 4- 6, teachers should approach listening as a three-phase activity: Pre-listening: This prepares learners for listening to an oral text in their Additional Language. For example, the teacher could use a visual text and ask a general, focusing question in advance which the learners must answer after they have listened to the text for the first time. During listening: It is good practice for the teacher to read (or play) a listening text several times, asking different questions each time. It is helpful to move from questions which enable learners to understand the general meaning of the text, to more specific questions that require a more detailed understanding of the text. By doing this, the teacher is helping learners to develop listening strategies. Post listening: Learners answer further questions, review notes, use information (e.g. to label a picture). Speaking happens informally in the classroom, for example, in group work. Learners also need opportunities to practise the kind of informal conversations they might not normally have in the classroom. Teachers should provide instruction in formal speaking and presenting, for example, a prepared, reading aloud, etc. This will often be a two-step process: Planning and organising ideas and information Practising and presenting: demonstrating an awareness of audience and context; the use of appropriate and accurate Language Structures and Conventions; clear delivery; use of appropriate verbal and non-verbal techniques, etc. Reading and Viewing Reading and viewing skills are central to successful learning across the curriculum, as well as for full participation in society, the world of work and the global context. Learners develop reading and viewing skills of a familiar range of texts, including visual texts, for information. If necessary, use shared reading at the beginning of Grade 4 to guide learners into this phase. This method can be used from time to time if sufficient books at this level are available. This could be alternated with storytelling. If books at this level are not available, then use texts from a textbook or reader/s. Use also methods such as Reading with and Reading to the whole class. Use guided group reading and independent/pair reading methods and gradually get learners to do more and more independent reading. The independent reading stipulated in the teaching plans must be accommodated within the time allocated for reading. Encourage learners to do independent reading in any spare time that they have. Set basic comprehension activities to ensure that learners understand what they read. The reading process The introduction of the reading process consists of the pre-reading, reading and post reading stages. Activities that the Teacher will assist the learner in can be summarised as follows: 14

Pre-reading: Activating prior knowledge and making connections. Looking at the source, author, publication date and type of text. Browsing through the first paragraph of a section - formulating expectancies. Reading: Pause occasionally to check comprehension and to let the ideas sink in Use the context to work out the meaning of unknown words as much as is possible; where this is not possible, use a dictionary Visualise what is being read Continue reading even if parts are not always clearly understood. Reread a section if it is not understood at all. Read confusing sections aloud, at a slower pace, or both. Ask someone to help for understanding a difficult section Add reading marks and annotate key points Reflect on what is being read Post reading: When the need arises to recall specific information, outline key ideas and a few supporting details Write key words to help clarifying and recalling main ideas. Think about new questions on the topic Understanding - confirm the understanding of the text Extend thinking - use ideas that are seen in the text Writing and presenting Writing is a powerful instrument of communication that allows learners to construct and communicate thoughts and ideas coherently. Frequent writing practice across a variety of familiar contexts, tasks and subjects enables learners to communicate functionally and creatively. The aim is to introduce writing skills to develop and present appropriate written texts. In the Intermediate Phase, Second Additional Language learners will need careful support and guidance to develop writing skills. Writing is important because it forces learners to think about grammar and spelling. This encourages learners to process the language, speeds up language acquisition and increases accuracy. Learners will learn to write a range of familiar creative and informational texts, initially using writing frames as support and gradually learning to write particular text types independently. They will also employ the writing process to produce well organised, grammatically correct writing texts. Process approach to writing Writing and designing texts is a process which consists of the following stages: Pre-writing / planning 15

Drafting Revision, editing, proofreading Presenting Learners need an opportunity to put this process into practice and they should: decide on the purpose and audience of a text to be written and/or designed; brainstorm ideas using, for example, mind maps, flow charts or lists; consult relevant sources, select relevant information and organise ideas; produce a first draft which takes into account purpose, audience, topic and text structure read drafts and get feedback from others (classmates or the teacher); edit and proofread the draft; and produce a neat, legible, edited final version. Language Structures and Conventions A good knowledge of vocabulary and grammar provides the foundation for skills development (listening, speaking, Reading and Writing) in the Second Additional Language. Intermediate Phase learners will be introduced to language structure and conventions in the target language. Through interacting with a variety of familiar texts, learners extend their use of vocabulary and correctly apply language structures. In the Intermediate Phase, Second Additional Language learners will take more notice of words and grammatical structures they are already familiar with. Learners will explore progressively how language is used. They will also be able to use this knowledge to experiment with language to build meaning (from word and sentence levels to whole texts), and to see how a text and its context are related. It is expected that Language Structures and Conventions will be taught in context as other language skills are taught and developed. However, in the Intermediate Phase time should be set aside for formal instruction and practice in Language Structures and Conventions. The teaching plans contain a list of language items that should be covered in each grade. These are listed at the beginning of each term. When selecting listening and reading texts for each two week cycle, make sure that they contain some of the language items that need to be covered that term. Create activities related to these texts that will enable learners to use these items, in context. Similarly, the writing texts learners will write will include some of the language items. Give learners guidance on appropriate and correct usage of these items. Select some of the items that learners have difficulty with and give them formal practice (duringthe time per week set aside for this). 2.1.3 Language teaching approaches The approaches to teaching language in these documents are text-based, communicative, integrated and process oriented. The text-based approach and the communicative approach are both dependent on the continuous use and production of texts. 16

A text-based approach teaches learners to become competent, confident and critical readers, writers, viewers, and designers of texts. It involves listening to, reading, viewing, and understanding texts. Authentic texts are the main source of content and context for the communicative, integrated learning and teaching of languages. The text-based approach also involves producing different kinds of simple texts for particular purposes. A communicative approach suggeststhat when learning a language a learner should have a great deal of exposure to the target language and many opportunities to practise or produce the language. Learners learn to read by doing a great deal of reading and learn to write by doing much writing. The process approach is usedwhen learners produce oral and written texts. The learners engage in different stages of the listening, speaking, reading, and writing processes. They must think of the audience and the purpose during these processes. This will enable them to communicate and express their thoughts in a natural way. For example,the teaching of writing does not focus on the product only but also focuses on the purpose and process of writing. During process writing, learners are taught how to generate ideas, to think about the purpose and audience, to write drafts, to edit their work, and to present a written product that communicates their thoughts. Approaches to teaching literature / working with texts The main reason for reading literature / texts in the classroom is to create opportunities to apply learned language skills. The teaching of literature / texts is never easy, but it is impossible without personal, thoughtful, and honest interpretations and comments from the learners themselves. Unless they learn how to understand texts on their own, they will not have learned much. Ways to approach the teaching of literature would involve some or all of the following: Make every attempt to read as much of the text in class as possible without breaking for any other activity. It is essential that learners have a clear idea of what is going on at the most basic level of the text. Read as many as possible in class, and ensure that learners read poems as well. Writing activities that demand a basic understanding of the text being read can prove very helpful in raising language skills levels and raising appreciation of skills levels attained. Class discussions can be fruitful as long as everyone is involved and it leads to written work. Finally, work with texts should be approached as a unit, a whole. Following is a summary of the main text types encountered in the Intermediate Phase and the language structures inherent in these text types. This information will assist in structuring activities on the different texts so that learners can engage with these language structures. Select only a few language structures to give attention to each time when teaching these text types. 2.2 TIME ALLOCATION The recommended teaching time for Second Additional Language in the Intermediate Phase is 1.5 hours per week. All language content is provided within a two week cycle (3 hours). The following time allocation for the different language skills is suggested. 17

Skills Time Allocation per Time allocation per Two Week Cycle % week (Hours) (Minutes) Listening & Speaking 75 40 Reading & Viewing: Comprehension 55 30 & Literature Writing & Presenting 35 20 1.5 Language Structures and Conventions (this is also integrated 15 10 into the 4 skills) Total 180 (3 hours) 100 2.3 LEARNING AND TEACHING SUPPORT MATERIALS Each learner should have: An approved language textbook A reader/readers containing the following genre / text types: Stories Poetry Information texts Social texts A dictionary or word list Access to a range of reading material to accommodate different reading levels e.g. a selection of readers with sufficient copies of texts at each level in a class and school. Texts for shared reading in Grade 4. These may be books or other enlarged texts or the prescribed textbook or readers. The teacher should have: A Curriculum and Assessment Policy Statement Language in Education Policy (LiEP) The language textbook used by learners and other textbooks for resourcepurposes in addition to the approved text A reader/readers containing the recommended genre / text types 18

Dictionaries and reference books (monolingual, bilingual and multilingual dictionaries; thesaurus; encyclopaedia, a good grammar reference book, etc.) A Teacher’s Resource File/Book: this may be a file made up of materials collected by the teacher or a commercially published Teacher’s Guide Access to reading material in a class, school and/or public library in order to guide learners’ reading Audio/visual aids 19

SECTION 3: CONTENT AND TEACHING PLANS FOR LANGUAGE SKILLS 3.1 OVERVIEW OF SKILLS, CONTENT AND STRATEGIES The following is an overview of the content, skills and strategies to be found in the teaching plans. Overview of content, skills and strategies table Skills Grades 4-6 Content Strategies and sub-skills Listening comprehension Listening and Listening process Listening for information Pre-listening Speaking Pronunciation During listening Listening for enjoyment Listening comprehension Different forms of oral Recording main ideas by retelling, communication: explaining Conversation Listen to and respond to simple questions Directions / instructions / Post- listening procedures Story telling The speaking process Role-play Planning, researching and organising Group discussion Practising and presenting Short poems and rhymes Communication for social purposes Language games Simple conversations Personal / factual recounts Turn taking conventions Refer to Expressions used in Encouraging use of the additional language Ask and respond to questions. conversational Mandarin – see Reference list Recount events Informal presentation of familiar event Correct format, vocabulary, language and conventions Reading and Recommended text types: Reading and viewing process: viewing Stories e.g. contemporary Use pre-reading, reading and post reading process and realistic fiction, traditional stories (myths and legends, strategies: folk tales, fables), adventure To understand the text stories, picture stories with For close reading of the text (reading comprehension) captions To demonstrate independent reading progressively (reading Poetry /Song for pleasure, information and learning) Introductory Information texts Introduce learners to : e.g. procedures, factual Text features - titles, illustrations, headings, subheadings, recounts, 20

Social texts e.g. invitations, numbering, captions, headlines, format. greeting cards, letters Text structures - lists, sequential order, description, Media texts e.g. procedures, main point and narrative sequence. advertisements, notices, Parts of a book - title page, table of contents, chapters, pamphlets glossary, etc. Visual texts: advertising Reading and viewing strategies (posters, pamphlets, Rereading advertisements), Clarifying cartoon, comic strip, diagram / graph / table / charts / Drawing conclusions / own opinion photographs / drawings Visual Literacy - (a familiar range of graphic and visual texts Comprehension paragraphs e.g. advertisements, notices, posters, comics, cartoons, photographs, pictures): Text for prepared reading aloud Reading of literary texts Texts for information Poetry/Song Literal meaning Message Sound devices e.g. rhyme, rhythm, punctuation, repetition Story Storyline Characters Setting Information and social texts Audience and purpose Prepared and unprepared reading (Reading aloud ) Use of tone, voice projection, pace, eye contact, posture and gestures Pronounce words correctly Basic characters writing with Writing and Process writing: correct strokes and stroke presenting order. Pre-writing/planning Word writing e.g. lists Brainstorming of vocabulary and ideas in a group Sentence writing Organise ideas Paragraph writing Drafting Text types Word choice Structuring sentences Creative writing General ideas Descriptive e.g. descriptions of people, places, animals, Reads own writing plants, objects, etc Gets feedback from teacher Narrative e.g. stories, personal Revising, editing, proofreading and presenting recounts Revises: improves content and structure of ideas Picture stories Refines word choice, sentence and paragraph structure Simple Dialogues Presents neat, legible final version Transactional writing (social, functional, and information 21

texts) Messages, greeting cards, invitations Posters, notices, advertisements Completing a simple form. Language Working with words (Vocabulary development): use of dictionary, meaning, syllables, Structures and phonics, synonyms, antonyms, homonyms Conventions Working with sentences Parts of speech, e.g. nouns, determiners, pronouns, adjectives, adverbs, prepositions, connectors Sentence structure: simple, and complex sentences, command form, questions, statements Word order Negative forms Language conventions Introduce simple language rules Characters Sounds Punctuation Refer to Language Structures and Conventions - Reference list Language Structures and Conventions - Reference list The following language structures will be taught in the context of Reading and Writing, and also as part of a systematic grammar programme. These structures need to be introduced progressively throughout the grades. NB: The unique features of the language must be taken into consideration. As a result, only features applicable to a specific language should be given attention in the text below. Nouns/ Common (e.g.学生) and proper nouns (e.g. 中国) 名词 Abstract nouns e.g 精神 Direction nouns e.g. 上(边／面)、下（边／面）、左（边／面）、右（边／面）、前（边／面 ）、后（边／面） Measure Measure words for nouns e.g. 个、张、件 Words /量词 Measure words for verbs e.g. 次、回 Position of measure words: Numerals + Measure words + Nouns e.g. 一个人、一件衣服 Verbs + Numerals + Measure words e.g. 读两遍、看一眼 Pronouns/ Personal pronouns: 我、你、他、我们、你们、他们 别人 22

代词 Reflexive pronouns: 自己 Interrogative pronouns: 谁、什么、哪儿、哪里、怎么样 demonstrative pronouns: 这、那 Adjectives / Position of adjectives： 形容词 Adj.+ Nouns e.g. 漂亮的女孩 V. + 得＋ Adv. + Adj. e.g. 走得很快 Adverbs/ Adverbs of negation e.g.不、没有 副词 Adverbs of manner e.g.忽然、悄悄 Adverbs of time e.g. 已经、刚、刚才、马上、立刻 Adverbs of frequency e.g. 一直、常常、经常、从 Adverbs of degree e.g.非常、很、十分、太 Adverbs of scope e.g. 都、也 Position of Adverbs: Adv. + V. e.g. 经常去中国、都学习外语 ; Adv. + adj. e.g. 很大、非常好吃 Prepositions/ Place and direction e.g .在、从…到、向 介词 Time e.g. 从…到 Concerning e.g.对 With e.g. 跟 Positions of Prepositions: Prepositions + Nouns e.g. 在学校、从两点到五点 Extential Subjects + 在 + Nouns + direction nouns e.g. 图书馆在办公楼的西边。 sentences Nouns + direction nouns + 有 + nouns e.g. 桌子上有两本书。 /存现句 Nouns + direction nouns + 是 + nouns e.g. 办公楼西边是图书馆。 Nouns + direction nouns + V. + 着 ＋ Noun(phrases) e.g. 桌子上放着一盆花。 Aspect 了 Particles/ Subject + Verb + 了 + Objects e.g. 他买了五本书。 动态助词 了 at the end of a sentence e.g. 我们已经出发了。我昨天去南京路了。 他吃了四碗饭了。 过 Subjects + Verb + 过（＋objects) e.g. 他去过北京。 着 Subjects + 着 + objects e.g. 他穿着白色衣服。 23

Progressive Subjects + (正) 在 + V + (Objects) +（呢） e.g. 张老师（正）在上课呢。 aspect / 进行态 Structural 的 particles/ Nouns/pronouns + 的 + Nouns e.g. 妈妈的衣服、她的书 结构助词 Adjective + 的 + Nouns e.g. 可爱的小孩 地 Adj. + 地 + Verbs e.g. 快乐地生活 得 Verbs + 得 + (adv.) + Adj. e.g. 走得很快 Modal Verbs/ To express ability：会、能 e.g. 我会说汉语。她能做很多中国菜。 能愿动词 To express permission：可以 e.g. 这里可以吸烟吗？ To express willingness ：愿意 e.g. 我愿意帮助她。 To express “should” ：应该 e.g. 你应该去上课。 Sentence statements structures/ Subjects + verbs + Objects e.g. 我爱妈妈。 基本句型 Subjects + Adverbs + adjectives e.g. 她很聪明。 Subjects + Nouns e.g. 我儿子两岁。 Questions general questions: statements + 吗? e.g. 你去上课吗？ WH questions: e.g. 你叫什么名字？他是谁？ 你要去哪儿？ Affirmative-negative questions : subjects + Adj. 不 Adj.? e.g. 那件衣服贵不贵？ subjects + V. 不 V. (+objects)? e.g. 你来不来？ subjects + V. 没 V. (+objects)? e.g. 你吃没吃早饭？ Alternative questions : …还是… e.g. 你喝茶还是喝咖啡？ 你去还是我去？ Imperatives V.(+Objects) e.g. 接电话！ 别＋V. (+Objects) e.g. 别吃这个。 Adverbials/ Positions of Adverbials: before verbs 24

状语 To express time: subjects + time + V.; Time + Subjects + V. e.g. 我六点吃早饭。 明天我去你家。 To express place: Subjects + place + V. e.g. 我在图书馆看书。 To express manner: Subjects （+Adv.）+ Adj.+ 地+ V. e.g. 他很认真地听老师说话。 Complements/ To express results: 补语 V.+ adj. e.g 房间打扫干净了。 V.+ 完 e.g. 本子用完了。 V.+ 到 e.g. 汉语书买到了。 V.+ 好 e.g. 晚饭做好了。 To express duration: V.+ durations + Objects e.g. 看三小时电视 V.+ Objects + V. + durations e.g. 看电视看三小时 To express degree: V.+ 得 +Adv.+Adj e.g. 说得很快 V.+ objects + V. + 得(+ Adv.) + adj. e.g. 说汉语说得很快 To express directions: V. + 来／去 e.g. 上来 、上去、下来、下去、进来、出去 V. + 上／下＋来／去 e.g. 拿上来、搬下去 V. + 进／出＋来／去 e.g. 跑进来、走出去 Comparative A + 比+ B + Adj. e.g. 小王比小张高。 structures / A + 没有 + B + Adj. e.g. 小张没有小王高。 比较句 “Ba”structure/ Subjects + 把 + Objects + V. + Adj e.g. 你把衣服洗干净。 把字句 Subjects + 把 + Objects + V. + Prepositions + place e.g. 他把水果放在桌子上。 把椅子搬到小房间里。 Sb.1 + 把 + objects + （V）给 + Sb.2. e.g. 他把作业交给了老师。 把书给我。 Vocabulary Synonyms, antonyms development Figures of speech (simile, metaphor, personification) and figurative Idiomatic expressions/idioms/proverbs 25

language/ Borrowed words 词汇和修辞 Punctuation/ colon, semi-colon, apostrophe, quotation marks, parentheses, ellipses, exclamation marks, question marks, comma 标点符号 Connectors/ Logical connectors to link sentences in a paragraph: 连词、复句 To connect words/phrases: 和、又……又…… e.g. 中国和南非 、又聪明又努力 To connect clauses/sentences: addition: 也、又……又……、不但……而且…… e.g. 我喜欢游泳，也喜欢打乒乓。 她又想学法律又想学音乐。 他不但会说汉语，而且中国歌也唱得很好。 sequence in time: 先……然后…… e.g. 我先去食堂吃饭，然后去看球赛。 ordering ideas： 首先／第一……，其次……／第二……，最后…… cause/effect： 因为……所以……。 e.g. 因为很忙，所以我没有去。 but:（虽然）……，但是……。 e.g. 虽然来中国只有一个月，但是他已经有了很多中国朋 友。 conditioning: 如果……就……。 e.g. 如果你觉得累，就在家休息。 3.2 Expressions used in conversational Chinese - Reference list GREETINGS /打招呼 INTRODUCING ONESELF AND OTHERS/ 介绍 ·你好！ ·我叫…… ·……好! ·我是…… ·……，您好吗？ ·这(位)是…… ·最近怎么样？ EXPRESSING THANKS / 表示感谢 SAYING GOODBYE / 告别 ·谢谢! ·再见!(再见!) ·非常感谢！ ·明天见! Long trips, vacations, short outings ·祝你一路顺风! ·祝你们一路平安! 26

ACCEPTING / 接受 ASKING / REQUESTING 请求 Accepting a request ·请+verb ·好。 ·……吗? ·没问题。 ·……好吗? ·可以。 ·……可以吗? ·好吧! ·可以……吗？ Accepting an invitation ·……行吗? ·行，我一定去。 ·谢谢你的邀请，我一定参加。 EXPRESSING AGREEMENT/DISAGREEMENT / 表示 EXPRESSING POSSIBILITY / 表达可能性 （不）同意 ·这件事我能办到。 Expressing agreement / 表示同意、赞成 ·verb+得+Complement, e.g. 吃得完；办得到 ·你的意见很好，我非常赞成。 ·这不可能。 ·太好了，我完全赞成! ·Verb+不+Complement, e.g. 吃不完；办不到 Expressing disagreement / 表示不同意、不赞成 ·我不同意。 ·不好。(informal) APOLOGISING / 道歉 REQUESTING A REPEAT / 要求对方重复 ·对不起。(没什么。) ·再说一遍好吗? ·请原谅。(算了，别往心里去了。) ·对不起，我没听懂，你能不能再说一遍? ·原谅我吧。(这不全是你的错。) ·对不起，请你再说一遍! ·都是我的错，请您多包涵!(看你说到哪儿去了。) ·老师，您再讲一遍好吗? EXPRESSING DISSATISFACTION / 表达不满 STARTING A TOPIC / 打开话题 ·太+ Adj. +了,e.g. 这件大衣太贵了。 ·最近身体怎么样? ·太+不+Adj. +了, e.g. 太不客气了。 ·最近忙什么呢? ·using rhetorical questions, e.g. 你懂什么？ ·今天真冷!(好/暖和/凉快/热) ·有（一）点儿+Adj., e.g. 这件衣服有点儿小。 ·昨天晚上看球了吧…… ·Adj. +了+点儿, e.g. 这道题难了点儿。 ·好久不见了，怎么样? GIVING ADVICE / 建议 PROHIBITING STATEMENTS（often seen on a ·我看…… sign）/ 禁止（常见于标牌） ·我想…… ·禁止抽烟 ·我建议…… ·禁止乱倒垃圾 ·是不是… ·此处禁止停车 ·能不能…… ·闲人免进 ·你最好…… ·……，好不好？ 27

·……，怎么样？ CONFIRMING BEING UNDERSTOOD / 确认对方是否 INTERRUPTING / 打断他人的话 听懂 ·对不起，我打断一下。 ·你听明白了吗? ·啊，我忽然想起来了，我再说一句。 ·我说的你记下来了吗? ·啊，我插一句话。 ·要不要我再说一遍? ·对不起，我先说个事儿。 ·我的话不知道说清楚了没有? ·您听清楚了吗? CHANGING A TOPIC / 转换或转移话题 ENDING A CONVERSATION / 结束交谈 ·谈到这里，我倒想起了一件事。 ·今天(这次)就谈到这儿吧。 ·对了，说起… ·这个问题我们改日再谈吧。 ·哎，哎，扯远了。 ·对不起，我该走了。 ·还是回到刚才谈的话题上吧。 ·好了，就说到这儿吧。 ·刚才我忘了，…… ·我说完了，谢谢。 ·顺便问一句，…… ·今天我们谈得很愉快。 ·对了，差点儿忘了，…… ·好了，该……了。 ·这事以后再说吧。 WITHDRAWING FROM A CONVERSATION. / 退出交 谈 ·你们谈，我还有点儿事，先走一步。 ·你们谈着，我出去一下。 ·对不起，我该走了 3.3 SPREAD OF TEXTS ACROSS GRADES 4-6 A variety of texts have been selected for each two week period. The key texts are captured below. Learners will engage with some or all of the texts in a two week period, that is, they will listen to or present orally or read or write. 28

Spread of texts table Grade 4 Grade 5 Grade 6 Weeks Term 1 1-2 Story Story Story; language game 3-4 Information text e.g. narrative Information text with visuals Information text: descriptive account; recount, map, e.g. maps/pictures/ media text e.g. advert conversation; narrative recount 5-6 Story and descriptions of Story, role-play, description Story people or characters of people; invitation; message 7-8 Information text : Information text: instructions; Information text with visuals e.g. instructions, lists language game maps/pictures instructions; definitions 9 - 10 Song, poem Poem; song Poem; Song description of a person; description of an object/animal/plant/place; language game Weeks Term 2 1-2 Story Story Story and message, conversation 3-4 Information text with visuals Information text with visuals Information text e.g. description of e.g. pictures; poster; e.g. maps/pictures; object/animal/ plant/place; visual text directions, description of an descriptions of object/s/ e.g. pictures /maps /photographs object plants/animals/places 5-6 Personal recount Personal recount Story, personal recount; role play 7- 8 Procedures, instructions Information text: instructions; Reads information text with visuals information text with visuals factual account e.g. timetables and television e.g. pictures/ schedules/ maps/ pictures; maps/photographs definitions; language game 29

9 - 10 FORMAL ASSESSMENT Weeks Term 3 1- 2 Story, description of Story; oral description of Story; oral descriptions of person/animal/character, places/people; personal places/animals/ plants / objects dialogue recount 3-4 Information text e.g. factual Information text with visuals Information text with visuals e.g. recount audio-visual text e.g. e.g. maps/pictures /maps/pictures/ talk; poster/ notices; conversation 5-6 Story; poem Story; poem Story; poem 7- 8 Information text with visuals Information text -; Information texts -language game; e.g. pictures; descriptions of conversation; language mind map places/plants/animals/objects game; descriptions of descriptions of procedures places/plants/animals/objects places/plants/animals/objects procedures procedures 9 - 10 role-play; dialogue; conversation; dialogue conversation; dialogue Weeks Term 4 1- 2 Conversation, language Story, language game; Story; conversation; dialogue game; story personal recount 3-4 Information text with visuals Information text: factual text; information text talk; language game; e.g. pictures; visual text e.g. poster definitions; posters/notices; messages 5-6 Story, language game Story, poem, personal Story, poem recount 7-8 Conversation; talk; Information text, Information text and visual text Information text; visual text conversation; poster; visual poster; advertisement e.g. poster/notice text e.g. chart 9 - 10 FORMAL ASSESSMENT 30

3.3.1 Summary of text types across the phase The tables below describe the range of text types that learners should be taught to write in Grades 4- 6; other texts could also be included where appropriate. Some of these texts are not included in the teaching plan tables. This does not mean that they should not form part of teaching and learning as they are equally important. Text type Language structures found in each text type Personal recounts/ Descriptive language, e.g. adjectives, adverbs 个人信息 Time words to connect events, e.g. adverbs of time Words which tell us where, when, with whom, how Simple Sentences Connectors, e.g. 然后，另外，最后, etc. Direct and Indirect Speech Nouns and pronouns Factual recounts/ For factual recounts use the following parts of speech: 事实描述 • Adverbs and Adverbial phrases • Nouns and pronouns • Prepositions • Verbs Story and plays / Action words, e.g. verbs 故事与游戏 Adverbs to describe actions Adjectives to describe characters and setting Simple and complex sentences Connectors (especially time words) for showing sequence of events, e.g. 先，然后，另 外，最后, etc Direct and Indirect Speech Punctuation, e.g. colon, exclamation marks, question marks Poems/诗歌 Figurative language, e.g. personification, simile, metaphor, etc. Nouns Adjectives Pronouns Adverbs Prepositions Simple sentences 31

Text type Language structures found in each text type Procedures/ Verbs often at the beginning of each instruction Instructions/ Command form of the verb Directions/ Adverbs 步骤/说明/指南 Words which tell us how, when, where, with whom Connectors to show the sequence in steps, e.g. 首先，其次，另外，然后，最后, etc Prepositions Conversations/会 Verbs 话 Prepositions Pronouns Sentence structures, e.g. questions Information texts/ Nouns 信息文本 Verbs Adjectives Prepositions Pronouns Vocabulary development, e.g. vocabulary for comparing, contrasting relationships Punctuation, e.g. comma Definitions/界定 Nouns Adjectives Descriptions/ Nouns 描述 Adjectives used to give details Grade 4 Grade 5 Grade 6 INFORMATION Narrative and descriptive recounts Factual /narrative/descriptive Explanations such as reference e.g. news, stories, description of recounts e.g. news stories, books, dictionaries, definitions, something - based on fact description of something - based texts from other subjects 32

General knowledge texts on fact Factual recounts such as news Media texts such as radio General knowledge texts reports (headline, explain the announcements headline, body, comment), eye- Information texts witness accounts Instructions such as instructions for Media texts e.g. radio experiments, rules of games, Information texts: announcements directions Media texts: advertisements, Instructions such as instructions for Visual texts: maps, photographs, posters, magazine articles experiments, rules of games, pictures directions Instructions such as instructions for experiments, rules of games, Visual texts: photographs, pictures directions Visual texts: maps, photographs, pictures LITERARY Narratives: contemporary realistic Narratives e.g. contemporary Narratives such contemporary fiction, myths and legends, realistic fiction, myths and realistic fiction, myths and fables, fantasy, adventure, funny, legends, fables, fantasy, legends, fables, fantasy, real life stories. adventure, funny, real life stories, adventure, funny, real life stories, Personal recounts such as oral historical fiction historical fiction, science fiction, anecdotes (events in order), diary Personal recounts such as oral narrative poems entries anecdotes (sets the scene, Personal recounts such as. oral Poem, play, role play events in order), diary entries anecdotes (sets the scene, Poem, play, role play events in order, personal comment), diary entries, autobiographies Poem, play, role play SOCIAL/FUNCTIONAL Conversations e.g. making Conversations: making requests, Conversations: making requests, enquiries, giving information explaining, giving information explaining, giving information about family about community about community Short social texts: greeting cards, Short social texts: notices, Short social/functional texts: notes, messages messages notices, messages 3.3.2 Length of Texts for Second Additional Language (to be produced by learners) Text Grade 4 Grade 5 Grade 6 Paragraph 10 - 20 words/20-30 20 - 30 words/30-50 30 - 40 words/40-60 Words characters characters characters Sentences 3 - 4 sentences 4 - 6 sentences 6 - 8 sentences 33

Oral creative texts e.g. recounts, retelling or 3 min 3 min 3-4 min telling stories Written creative and 20 words/20-30 30 words/ 30-50 40 words/40-60 information texts（in characters characters characters pinyin） e.g. recounts, 1 paragraph 1 paragraph 2 paragraphs stories, reports Shorter texts (in pinyin), e.g. 10 - 20 words/20-30 20 - 30 words/30-50 30 - 40 words/40-60 ·Messages, notes characters characters characters ·descriptions 3.3.3 Length of Texts for Second Additional Language (for learners to engage with) Task Grade 4 Grade 5 Grade 6 Longer listening comprehension texts e.g. 150-200 characters / up 200-300 characters / up 300-400 characters / up story, interviews, plays, to 5 mins to 5 mins to 5 mins news reports Shorter listening comprehension texts e.g. 60-80 characters / 1-2 80-100 characters / 1-2 100-120 characters / 1-2 announcements, mins mins mins information texts, instructions, directions Reading comprehension/intensive 100-150 characters 150-200 characters 200-250 characters reading texts (in pinyin) 3.3.4 Vocabulary to be achieved by Second Additional Language learners Term 1 2 3 4 Vocabulary Grade 4 20 - 30 30 - 40 40 - 50 50 - 60 34

Common Grade 5 60 - 70 70 - 80 80 - 90 90 - 100 spoken words Grade 6 100 - 110 110 - 120 120 - 130 130 - 150 Reading characters Grade 4 10-20 20-30 30-40 40-50 Grade 5 50-60 60-70 70-80 80-90 Grade 6 90-100 100-110 110-120 120-130 Reading texts? Grade 4 30 - 50 30 - 50 30 - 50 30 - 50 vocabulary (in pinyin) Grade 5 50 - 80 50 - 80 50 - 80 50 - 80 Grade 6 80 - 100 80 - 100 80 - 100 80 - 100 3.4 TEACHING PLANS The teaching plan indicates the minimum content to be covered per term. The sequence of the content listed in a two week cycle is not prescribed and the time given is an approximate indication of how long it should take to cover the content. Teachers should design their teaching plans / work schedules using their textbooks to teach the content per two week cycle using appropriate sequence and pace. The content given in a two week cycle are key texts/activities with the main skills and strategies learners need to develop. 3.4.1 How texts link together in the two week cycle Different texts have been used as a basis for designing the two week teaching cycle. They have been selected on the basis of how they link together to form an integrated unit, for example learners will listen to a story and then read a story. They will be asked to write a short oral description of a place or person (that will link to the story) or they might be asked to write a message about the story. Select a theme for each two week cycle that will enable the teacher to link the activities successfully. The reason for using themes is to make it possible to constantly recycle vocabulary and language structures in meaningful contexts. In practice, integration suggests variety: variety of forms, of activities, of texts and themes (see Suggested Themes - Reference List below) 3.4.2 How the texts/activities are sequenced across the two week cycle The texts do not have to be taught in a particular order. In most cases, there should be a Listening and Speaking activity/text to prepare for the reading or writing activity. Sometimes, the Listening and Speaking activity should derive from the reading text. Learners should engage with the different kinds of texts orally and in reading before they are asked to write these texts. In most cases, the text to be listened to e.g. a story will be different to and at a higher level than the one that learners will read. 35

This is because their listening skills are more developed than their reading skills. 3.4.3 The type of texts prescribed and recommended There are prescribed text types that are to be taught in every two week cycle. These are specified in the teaching plan and should be contained in the prescribed textbook. In most cases, no specific story type is prescribed. Choices may be made from the variety of contemporary stories, imaginative stories (e.g. adventure, and traditional stories (e.g. myths, legends and fables) that are available. The same is true of poems and songs. In all cases, this additional reading should relate to the topics and themes chosen for the prescribed texts in that two week cycle. This is very important as it consolidates the Second Additional Language learner’s knowledge and understanding of the vocabulary and concepts related to the topic. 3.4.4 Number of key texts in a two week cycle In the early part of the year, there is usually only one text type or activity per two week cycle. There will sometimes be two text types or activities per two week cycle. Teach these text types and the related activities bearing in mind that learners will be exposed to them numerous times during the course of the year. 3.4.5 How the Language Structures and Conventions are addressed The content of the “Language Structures and Conventions” section is derived from the types of texts prescribed under the headings Listening and Speaking, Reading, and Writing and will naturally be given attention in the process of engaging with the texts and during the time allocated for Listening and Speaking, Reading and Writing. For example, if a story is being done, learners will naturally use the particle了 or 过 and will read texts using 了 or 过. However, it is also important that activities be developed that focus on particular language structures, in context. Choose items from the “Language Structure and Conventions” section to give learners additional practice in these aspects. Construct activities that are meaningful to learners and that relate to the texts they are studying in the two week cycle. More activities of this nature should be done as learners make progress from Grade 4 to 6. Select very carefully which rules to be explained to learners and keep these to a minimum. Second Additional Language learners learn a language through constant exposure to it and through using to it. Practice in Language Structures and Conventions will refine these skills. Teaching should integrate all the language skills and language structures as they are interrelated. All of these should be taught in context. Suggested Themes - Reference List Animals House Body Likes and dislikes Clothes Music Colours Nature/environment Days and Months Places Emotions School Family Sport 36

Food Time Greetings Transport Hobbies Weather and seasons 37

3.5 CONTENT AND TEACHING PLANS FOR MANDARIN CHINESE: SECOND ADDITIONAL LANGUAGE 3.5.1 GRADE 4 MANDARIN SECOND ADDITIONAL LANGUAGE GRADE 4 TERM 1 Week Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listening and Speaking basic Reading Introduce script Working with pinyin conversation in target language (e.g. ·Builds basic phonic knowledge of Reads words based on written Writes basic words in pinyin. simple finals and four tones greetings) conversation ·Writes words about the story ·Answers simple questions ·Answers basic questions about the text ·Writes 1-2 characters. Working with characters ·Names characters in the story ·Expresses feelings about the text ·Writes 1-2 characters about the story. ·Code switches if necessary ·Discusses new vocabulary from the Vocabulary in context read text Practises Listening and Speaking ·Emphasize the practice of phonics ·Spells five words from read text in pinyin 3-4 Listening and Speaking Reading Writing Working with pinyin ·Builds basic phonic knowledge of conversation in target language (e.g. Reads words based on conversation in Introduce script initials and four tones communication in the classroom) pinyin. Writes basic words in pinyin. ·Answers questions ·Uses appropriate vocabulary Working with characters ·Discusses new vocabulary ·Writes 1-2 characters in context ·Writes 1-2 characters ·Code switches if necessary Vocabulary in context 5-6 Listens to a story Reading Introduce script Working with pinyin 38

GRADE 4 TERM 1 Week Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Builds basic phonic knowledge of Choose from contemporary realistic Reads an extract from the textbook or Writes about a story in pinyin finals and four tones fiction/traditional stories/personal reader/s or Teacher’s Resource File ·Writes words or phrases about the ·Mixing and matching words about the story. Working with characters accounts/adventure/real life stories story with support ·Writes own words to expresses ·Writes 1-2 characters in context. Text from the textbook or Teacher’s ·Expresses feelings about the story feelings about the story. Resource File Working with sentences ·Answers questions about the text Records words and their meanings in ·Answers simple questions ·Understands and uses sentences with ·Names characters in the story correctly Practises reading pinyin in a personal dictionary “是” ,e.g.我是南非人。 ·Reads aloud introduce the idea of ·Uses drawings or words using the ·Uses words to express feelings about ·Uses simple questions with “吗” , e.g. appropriate pronunciation and words or explanations to show the the story meaning, etc. 你是老师吗？? expression ·Code switches if necessary Vocabulary in context 7-8 Listens to and carries out basic Reads basic procedural Introduce script Working with pinyin instructions e.g. recipe/instructions for (instructions)texts e.g. ·Builds basic phonic knowledge of Writes simple instructions in pinyin finals and four tones making or doing something recipe/instructions for making or doing using a frame Text from the textbook or Teacher’s something ·Number the instructions Working with Mandarin characters Resource File (TRF) Text from the textbook or Teacher’s ·Uses the right sequence (rearrange in ·Writes 1-2 characters in context. ·Answers questions Resource File (TRF) correct order) Working with sentences ·Listens and responds appropriately ·Pre-reading and discussion: predicts ·Writes the instructions/words using a ·Understands and uses negative forms from title and pictures frame. Gives simple instructions with “不”,e.g. 她不是老师。 ·Answers questions about the text ·Writes 1-2 characters ·Uses correct specific details ·Uses questions with 什么、哪, e.g. 你 ·Discusses sequence of instructions Records words and their meanings in ·Uses correct sequence 叫什么名字？你是哪国人？ ·Follows the instructions pinyin a personal dictionary. Practises Listening and Speaking for Vocabulary in context ·Uses drawings or words to show the 39

GRADE 4 TERM 1 Week Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions meaning, etc. enrichment Practises reading ·Reads aloud introduce the idea of (choose one for daily practice) appropriate pronunciation and ·Performs a simple rhyme, poem or expression song ·Responds physically to instructions ·Plays a language game ·Emphasize the practice of phonics 9-10 Listens to a song/simple poem Reads a simple poem/s Introduce script Working with pinyin ·Reviews finals, initials and four tones. Text from the textbook or Teacher’s Text from the textbook or Teacher’s Writes 2-3 sentences in pinyin about Resource File (TRF) Resource File (TRF) the selected poem in a frame Working with characters ·Discusses central idea ·Pre-reading: predicts from title and ·Writes simple phrases. ·Writes 1-2 characters in context. ·Relates to own experience pictures Records words and their meanings in Working with sentences ·Code switches if necessary ·Uses reading strategies e.g. prediction, looks at pictures carefully, uses pinyin in a personal dictionary ·Understands and uses demonstrative ·Identifies words which begin with the ·Uses drawings or sentences/phrases pronouns “这” and “那”, e.g. 这是我 contextual clues same sound /words using the words or explanations 家。 ·Answers questions about text ·Expresses feelings stimulated by the to show the meaning, etc. ·Identifies rhythm and rhyme Vocabulary in context text ·Performs song/selected lines ·Breaks up words into syllables ·Expresses feelings stimulated by the Plays a language game text ·Follows instructions correctly Reads and solves a word puzzle(for ·Uses vocabulary enrichment) Practises Listening and Speaking for 40

GRADE 4 TERM 1 Week Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Spells words correctly enrichment ·Shows understanding of meanings of (choose one for daily practice) words ·Performs a simple rhyme, poem or song Practises reading ·Responds physically to instructions ·Reads aloud with appropriate pronunciation, rhythm and expression ·Plays a simple language game ·Emphasize the practice of phonics Reflects on texts read during independent/pair reading ·Expresses basic emotional response (likes and dislikes ) to texts read. GRADE 4 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to a story Reads a story Introduce script Working with pinyin Choose from contemporary realistic Text from the textbook or Teacher’s Writes a short message in pinyin ·Builds phonic knowledge of syllables ·Chooses appropriate content and tones fiction/traditional stories/personal Resource File (TRF) 41

GRADE 4 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Pre-reading and discussion: predicting ·Addresses text to a person accounts/ adventure/real life stories Working with characters from title and pictures ·Ends with own name Text from the textbook or Teacher’s ·Writes 1-2 characters in context. ·answers questions about the story Resource File (TRF) Records words and their meanings in Working with sentences ·Identifies setting and character ·Predicts what will happen next pinyin in a personal dictionary ·Understands and uses sentences ·Answers simple questions Does comprehension activity on the ·Uses drawings or sentences/phrases with“有”and “没有” ,e.g. 我有一个弟 ·Names characters in the story correctly text (oral) using the words or explanations to show 弟，没有哥哥。 ·Discusses new vocabulary from the the meaning, etc. Practises Listening and Speaking for read text Vocabulary in context enrichment ·Uses a dictionary (choose one for daily practice) Practises reading ·Performs a simple rhyme, poem or ·Reads aloud with appropriate song pronunciation, expression and tempo ·Responds physically to instructions ·Plays a simple language game ·Emphasize the practice of phonics 3-4 Listens to information text e.g. simple Reads information text with visuals Writes information text with support Working with pinyin topics e.g. Communication at the garage e.g. /pictures/maps/drawings and (in a frame) in pinyin ·Builds phonic knowledge of syllables or supermarket photographs ·Fills in missing words in a written tones, and neutral tones text/summary Text from the textbook or Teacher’s Text from the textbook or Teacher’s Working with characters ·Uses appropriate vocabulary Resource File (TRF) Resource File (TRF) ·Writes 1-2 characters in context. ·Uses some new words from the read ·Identifies specific details ·Pre-reading and discussion: predicting text Working with sentences ·Relates to personal experience/ from title and pictures/visuals ·Understands and uses commonly used Designs a visual text e.g. a poster 42

GRADE 4 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Code switches if necessary ·Asks and answers simple questions measure words ,e.g. 一只小狗 advertising an event ·Listens to and responds to simple ·Discusses main idea ·Introduce script Vocabulary in context oral conversation/instructions / ·Interprets the information in the visuals ·Selects appropriate information description Reads a visual text e.g. a poster ·Uses the correct format Follows the Instructions/ description advertising an event ·Uses design basic features such as Shows understanding of vocabulary ·Pre-reading: discusses pictures colour and different sizes or kinds of relating to conversation / instructions / print (font) ·Interprets the information description Records words and their meanings in ·Discusses the purpose of the text Listens to a description and describes ·Discusses some of the language used pinyin in a personal dictionary an object ·Uses drawings or sentences/phrases ·Identifies and discusses design ·Identifies the object described correctly using the words or explanations to features such as colour and different show the meaning, etc. ·Uses words that correctly describe the sizes or kinds of print (font) object ·Uses some new words ·Uses adjectives Practises Listening and Speaking (choose one for daily practice) ·Performs a simple rhyme, poem or song ·Responds physically to instructions ·Plays a simple language game ·Emphasize the practice of phonics 43

GRADE 4 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 5-6 Listens to a story Reads a story Writes a short message/notes in Working with pinyin Choose from traditional stories/personal Text from the textbook or Teacher’s pinyin ·Builds phonic knowledge of syllables ·Chooses appropriate content tones, and neutral tones accounts/ adventure/real life stories Resource File (TRF) ·Pre-reading and discussion: predicting ·Addresses text to a person Working with characters Text from the textbook or Teacher’s from title and pictures ·Ends with own name ·Writes 1-2 characters in context. Resource File (TRF) ·answers questions about the story ·Predicts what will happen next Records words and their meanings in Working with sentences ·Introduces setting and character ·Answers simple questions pinyin in a personal dictionary ·Understands and uses sentences with ·Names characters in the story Does comprehension activity on the ·Uses drawings or sentences/phrases adjective predicates ,e.g. 她很漂亮。 using the words or explanations to ·Identifies characters from oral text (oral) ·Understands and uses measure show the meaning, etc. descriptions ·Discusses new vocabulary from the words,e.g. 一个人。 read text Practises Listening and Speaking ·Uses a dictionary (choose one for daily practice) Vocabulary in context ·Performs a simple rhyme, poem or Practises reading song ·Reads aloud with appropriate pronunciation, expression and tempo ·Responds physically to instructions ·Plays a simple language game ·Emphasize the practice of phonics 7-8 Listens to and carries out basic Reads basic procedural (instructions) Introduce script Working with pinyin instructions e.g. recipe/instructions for text e.g. a recipe/instructions for doing or Writes about a procedure with support ·Builds phonic knowledge of syllables making or doing something making something tones, and neutral tones in pinyin Text from the textbook or Teacher’s Text from the textbook or Teacher’s Text from the textbook or Teacher’s Working with characters 44

GRADE 4 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Resource File (TRF) Resource File (TRF) Resource File (TRF) ·Writes 1-2 characters in context. ·Discusses specific details of text ·Pre-reading with discussion: predicting ·Fills details into a frame Working with sentences ·Asks questions to obtain information from title and pictures ·Uses specific details ·Understands and uses “在”as a verb, ·Discusses specific details of text ·Listens and responds appropriately ·Stays on topic in a frame e.g. 我家在约堡。 ·Discusses sequence of instructions ·Uses appropriate grammar, and Gives instructions (at least two steps) Vocabulary in context punctuation ·Uses appropriate vocabulary ·Records words and their meanings in a ·Introduces the uses of verbs personal dictionary ·Gives instructions in the correct sequence Labels and/or completes a visual text e.g. /drawing/ Practises Listening and Speaking /pictures/cartoons/maps/photographs (Choose one for daily practice) ·Listens /read information Includes ·Responds physically to instructions specific details ·Gives and follows simple instructions / ·Uses appropriate vocabulary directions ·Writes labels in correct place ·Emphasize the practice of phonics Records words and their meanings in pinyin in a personal dictionary ·Uses drawings or sentences/phrases /words-or explanations to show the meaning, etc. 9-10 FORMAL ASSESSMENT 45

GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to information text e.g. simple Reads information text with visuals Introduce script Working with pinyin topics e.g. My family Text from the e.g. /pictures/maps/drawings and Labels and/or completes a visual text ·Bi- syllables, tone changes textbook or Teacher’s Resource File photographs e.g. Working with characters (TRF) Text from the textbook or Teacher’s drawing /pictures / cartoons / maps / ·Writes 1-2 characters in context. ·Identifies specific details Resource File (TRF) photographs ·Relates to personal experience/ Working with sentences ·Pre-reading and discussion: predicting ·Listens /read information Includes ·Understands and uses negative forms ·Code switches if necessary from title and pictures/visuals specific details of action verbs. e.g. 她不喝牛奶。 ·Asks and answers simple questions ·Uses appropriate vocabulary Listens to and responds to simple oral ·Discusses main idea Vocabulary in context / description ·Writes labels in correct place ·Follows the /description ·Interprets the information in the visuals Records words and their meanings in ·Shows understanding of vocabulary Does comprehension activity on the pinyin in a personal dictionary relating to description text (oral) ·Uses drawings or sentences/words/ Practises Listening and Speaking for Reads a simple text. phrases to show the meaning, etc. enrichment ·Discusses main ideas (Choose one for daily practice) ·Responds to simple questions ·Performs a simple rhyme, poem or Practises reading song ·Reads aloud with appropriate ·Plays a simple language game pronunciation, expression and tempo ·Gives and follows simple instructions/ directions ·Tells own news 46

GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Retells a story heard or read ·Emphasize the practice of phonics 3-4 Participates in short conversation on Reads information text e.g. a short text Introduce script Working with pinyin a familiar topic / story / poem / song Write short information text with ·Bi- syllables, tone changes ·Takes turns Working with characters Text from the textbook or Teacher’s support in pinyin ·Stays on topic Resource File (TRF) ·Fills in missing words in a written ·Writes 1-2 characters in context. ·Asks relevant questions ·Pre-reading and discussion: predicts summary/text Working with sentences from title and pictures ·Uses appropriate vocabulary Practises Listening and Speaking for ·Understands and uses ellipsis ·Answers simple questions e.g. ·Uses some new words from the read enrichment questions with “呢” ,e.g. 你呢？ text (Choose one for daily practice) What ? Who? When? Introduce ·Builds on use of “也” ,e.g. 我也要苹 ·Uses the dictionary to check meanings ·Performs a simple rhyme, poem or complex questions Why...? How do of words 果。 song you think...? Records words and their meanings in Vocabulary in context ·Plays a simple language game Does comprehension activity on the pinyin in a personal dictionary ·Gives and follows simple instructions/ text (oral) ·Uses drawings or sentences using the directions Practises reading words or explanations to show the ·Tells own news ·Reads aloud striving for appropriate meaning, etc. ·Retells a story heard or read pronunciation, expression and tempo ·Emphasize the practice of phonics 5-6 Listens to information contained in a Reads information contained in a Introduce script Working with pinyin poster poster Reads visual text e.g. poster Designs and produces a visual text ·Bi- syllables, tone changes 47

GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Identifies specific details ·Pre-reading: discusses pictures e.g. poster or notice Working with characters ·Listens and relates to own experience ·Discusses what the text is about ·Uses the correct format ·Writes 1-2 characters in context. ·Discuss information own words ·Identifies specific information ·Selects appropriate information Working with sentences ·Code switching ·-Understands the information ·Uses basic design features such as ·Builds on the use of “这儿”、“那儿”， ·Discusses the purpose of the text colour and different sizes or kinds of Listens to a poem/s/song for e.g. 他在那儿。 print (font) ·Discusses some of the language use enrichment ·Understands and uses of existential ·Discusses what the poem is about ·Identifies and discusses basic design Writes sentences in pinyin sentences with “有” ,e.g. 这儿有一盆 features such as colour and different ·Uses appropriate vocabulary ·Relates to own experience 花。 sizes or kinds of print (font) ·Identifies rhyme and rhythm Records words and their meanings in Vocabulary in context Reads a poem/s/song for enrichment a personal dictionary in pinyin ·Identifies words which begin with the ·Pre-reading: predicts from title and ·Uses drawings or sentences using the same sound pictures words or explanations to show the ·Expresses feelings stimulated by the ·Uses reading strategies with support meaning, etc. poem e.g. prediction, looks at pictures or text ·Performs poem/selected lines carefully, uses contextual clues Practises Listening and Speaking for ·Identifies rhythm and rhyme enrichment ·Breaks up words into syllables ·Practises using words that imitate their ·Expresses feelings stimulated by the sounds e.g. bees buzz, glass tinkles poem ·Emphasize the practice of phonics Practises reading ·Reads aloud with appropriate pronunciation, expression and tempo 48

GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 7-8 Listens to information text e.g. factual Reads information text with visuals Introduce script Working with pinyin recount / narrative e.g. maps / pictures / photographs ·Bi- syllables, tone changes Labels and/or completes visual text Working with characters Text from the textbook or Teacher’s Text from the textbook or Teacher’s e.g. maps / pictures / cartoons / Resource File (TRF) Resource File (TRF) photographs / drawings ·Writes 1-2 characters in context. ·Pre-reading: predicting from title and ·Uses appropriate vocabulary Listens to description of and Working with sentences pictures/visuals ·Labels the text correctly describes places/plants/ ·Understands and uses special ·Uses reading strategies ·Uses correct format for labels e.g. one animals/objects questions with “哪儿” ,e.g. 大象在哪 ·Identifies and comments on main idea or two words only 儿？ ·Identifies places correctly and specific details with support Uses words that correctly describe the Records words and their meanings in Vocabulary in context place ·Interprets information in the visual text pinyin in a personal dictionary ·Uses some new words Does comprehension activity on the ·Uses drawings or sentences using the ·Uses adjectives text (oral or written) words or explanations to show the meaning, etc. Practises Listening and Speaking for enrichment (Choose one for daily practice) ·Performs a simple rhyme, poem or song ·Plays a simple language game ·Gives and follows simple instructions/ directions ·Tells own news ·Retells a story heard or read ·Emphasize the practice of phonics 49

GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 9-10 Listens to a dialogue read aloud or Reads dialogue Introduce script Working with pinyin from radio or TV ·Bi- syllables, tone changes Writes a dialogue in pinyin using a Text from the textbook or Teacher’s Text from the textbook or Teacher’s frame or speech bubbles Working with characters Resource File (TRF) ·Selects appropriate words ·Writes 1-2 characters in context. Resource File (TRF) Introduction to Role playsa character or a ·Pre-reading predicting from title ·Organises the conversation logically Working with sentences familiar situation ·Identifies the story-line ·Uses the frame correctly ·Understands and uses time adverbials ·Selects appropriate content with ·Discusses characters and setting ·Uses direct speech appropriately （e.g. 我星期一有汉语课。） support ·Uses vocabulary ·Using basic vocabulary to Expressing Vocabulary in context ·Uses details accurately feelings stimulated by the text ·Uses appropriate grammar, ·Stays on topic ·Discusses features of the text punctuation and spacing ·Switches from one language to especially punctuation and format ·Records words and their meanings in a another as appropriate personal dictionary Practises reading Practises Listening and Speaking for ·Reads aloud with appropriate Records words and their meanings in enrichment pronunciation, expression and tempo pinyin in a personal dictionary (Choose one for daily practice) ·Uses drawings or sentences using the ·Performs a simple rhyme, poem or words or explanations to show the meaning, etc. song ·Plays a simple language game ·Gives and follows simple instructions/ directions ·Tells own news ·Retells a story heard or read 50

GRADE 4 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Emphasize the practice of phonics GRADE 4 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Working with pinyin 1-2 Participates in conversation on a Reads a short text Writes a passage in pinyin with ·Liaison of multiple-syllables familiar topic ( e.g. The School) Choose from contemporary /traditional structured support ·Uses the frame and fill in missing Working with characters Text from the textbook or Teacher’s stories/personal accounts/ words ·Writes 1-2 characters in context. Resource File (TRF) adventure//real life stories ·Uses common vocabulary Working with sentences ·Asks relevant questions and responds Text from the textbook or Teacher’s to questions ·Records words and their meanings in a ·Understands and uses expressions of Resource File (TRF) personal dictionary numbers from 1-100. ·Maintains the conversation ·Pre-reading with support: predicts from ·Understands and uses the plural form ·Respects others’ ideas the title and pictures Records words and their meanings n of personal pronouns “们”, e.g. 我们、 ·Answers simple questions pinyin in a personal dictionary 他们、你们 ·Uses drawings or sentences using the Does comprehension activity on the words or explanations to show the Vocabulary in context text (oral) meaning, etc. 51

GRADE 4 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Reflects on texts read during independent/pair reading ·visual texts read 3-4 Listens to simpleannouncements Reads information text with visuals Writes a paragraph or 2 - 3 short Working with pinyin Text from the textbook or Teacher’s e.g. maps / pictures / photographs / sentences in pinyin using a frame ·Liaison of multiple-syllables cartoons ·Uses common /familiar vocabulary Working with characters Resource File (TRF) including pronouns, connectors and ·Discusses main ideas Text from the textbook or Teacher’s ·Writes 1-2 characters in context. phrases. ·Asks t questions Resource File (TRF) Working with sentences ·Uses appropriate grammar and ·Responds appropriately ·Pre-reading with support: predicts from punctuation ·Understands and uses questions with the title and pictures “几”, e.g. 现在几点？ Practises Listening and Speaking for ·Uses the dictionary to check meanings ·Answers simple questions of words enrichment Vocabulary in context Does comprehension activity on the Draws, labels and/or completes a (Choose one for daily practice) text (oral) visual text e.g. maps / pictures / ·Performs a simple rhyme, poem or song Reads visual text e.g. poster or notice photographs / cartoons ·Plays a simple language game or pamphlet ·Captures the information correctly ·Gives and follows simple instructions/ Text from the textbook or Teacher’s ·Shows the links between different parts of the visual correctly ·directions Resource File (TRF) ·Pre-reading: discusses pictures ·Writes sentences describing the visual ·Tells own news text ·Retells a story heard or read ·Discusses what the text is about ·Uses appropriate vocabulary ·Identifies specific information ·Uses the dictionary to check meanings 52

GRADE 4 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Interprets the information of words ·Discusses the purpose and audience Records words and their meanings in of the text pinyin in a personal dictionary ·Discusses some of the language use ·Uses drawings or sentences or words Reflects on texts read during or explanations to show the meaning, etc. independent/pair reading ·Retells story or main ideas in 2 to 3 sentences ·Expresses emotional response to texts read. 5-6 Listens to a short story with dialogue Reads a story with dialogue Writes a short story in pinyin with Working with pinyin structured support ·Liaison of multiple-syllables Choose from Text from the textbook or Teacher’s ·Uses the frame to fill in missing Working with characters Text from the textbook or Teacher’s Resource File (TRF) ·Pre-reading with support: predicts from ·Writes 1-2 characters in context. Resource File (TRF) words/phrases the title and pictures ·Uses extended vocabulary including Working with sentences ·Predicts what will happen next ·Discusses, setting and characters pronouns, connectors and phrases ·Understands and uses the structural ·Discusses setting and characters ·Discusses main events in the story ·Uses the dictionary to check meanings particle “的”, e.g. 他的朋友、我的生日 ·Discusses main events in the story ·Gives a personal response to the story of words ·Gives a personal response to the story Vocabulary in context ·Identifies which parts of the story is the Records words and their meanings in Practises Listening and Speaking for dialogue pinyin in a personal dictionary enrichment ·Role plays the story or a part of the ·Uses drawings or sentences /using the (Choose one for daily practice) story words or explanations to show the meaning, etc. ·Performs a simple rhyme, poem or 53

GRADE 4 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions song or part of a story Practises reading ·Plays a simple language game ·Reads aloud with appropriate ·Gives and follows simple instructions/ pronunciation and expression ·directions Reflects on texts read during ·Tells own news independent/pair reading ·Retells a story heard or read ·Relates to own life Working with pinyin 7-8 Participates in conversation on a Reads information text on familiar Writes a paragraph / sentences in ·Liaison of multiple-syllables familiar topic (e.g. My Friends) topic pinyin using a frame or speech Working with characters Text from the textbook or Teacher’s Text from the textbook or Teacher’s bubbles Uses appropriate content ·Writes 1-2 characters in context. Resource File (TRF) Resource File (TRF) ·Uses common vocabulary including Working with sentences ·Asks relevant questions and responds ·Pre-reading with support: predicts from to questions the title and pictures pronouns, connectors and phrases. ·Understands and uses adverb “真”, ·Uses appropriate punctuation e.g. 花园真漂亮。 ·Maintains the conversation ·Answers simple questions and begins ·Respects others’ ideas to ask more complex questions e.g. ·Uses the dictionary to check meanings Vocabulary in context Why? How do you think? of words Practises Listening and Speaking for ·Discusses visuals Records words and their meanings in enrichment Does comprehension activity on the pinyin in a personal dictionary (Choose one for daily practice) ·Uses drawings or sentences /words or text (oral) ·Performs a simple rhyme, poem or explanations to show the meaning, etc. song or part of a story Reflects on texts read during ·Plays a simple language game independent/pair reading ·Expresses emotional response to texts ·Gives and follows simple instructions/ read. 54

GRADE 4 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·directions ·Tells own news ·Retells a story heard or read 9-10 FORMAL ASSESSMENT 3.5.2 Grade 5 GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Working with pinyin 1-2 Listens to a short story Reads a short story Writes a personal (narrative / ·Sentence stress and intonation (Choose from fiction / traditional stories / Text from the textbook or reader/s or descriptive ) recount of events In Working with characters personal accounts / adventure / funny / Teacher’s Resource File (TRF) pinyin ·Selects from experience ·Writes 1-2 characters in context. fantasy / real life stories / historical [instruction will be repeated every ·Chooses appropriate content for the Working with sentences fiction) fortnight] topic ·“的”structure as a noun phrase, e.g. ·Pre-reading: predicting from title and Text from the textbook or Teacher’s 55

GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions pictures ·Stays on the topic 我喜欢蓝色的。 Resource File (TRF) [instruction will be ·Uses reading strategies e.g. making ·Frame used by all learners repeated every fortnight] Vocabulary in context predictions, uses phonic and ·Answers questions ·Uses appropriate grammar and contextual clues punctuation. ·Predicts what will happen next ·Discusses new vocabulary from the ·Uses vocabulary related to topic Retells a story read text ·Uses learnt characters if possible. ·Retells events in own words correct ·Discusses the title, and where the sequence, using simple past story takes place (setting) Writes an opinion on a story (for ·Names the characters correctly ·Expresses simple opinion on the story enrichment) in pinyin ·Uses a dictionary ·Pre-writing: discusses what they like / Practises Listening and Speaking dislike (Choose one for daily practice) Does comprehension activity on the ·Writes 2 sentences to express what ·Performs a short poem or rhyme text (oral or written) they like / dislike ·Plays a simple language game Practises reading ·Uses learnt characters if possible. ·Gives and follows simple ·Reads aloud with striving towards Creates a personal dictionary in pinyin instructions/directions appropriate pronunciation, fluency, and expression ·Labels pages with letters of alphabet ·Tells own news ·Enters 5 words and meanings Reflects on texts read during (drawing/sentence using the independent/pair reading word/explanation of word) ·Retells story or main ideas in 3 to ·Or continues to enter words into sentences dictionary created in Grade 4 ·Gives opinion on story ·Uses learnt characters if possible. 56

GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Working with pinyin 3-4 Takes part in a conversation about a Reads information text with visuals Writes a factual / descriptive recount ·Sentence stress and intonation familiar topic e.g. charts/tables/ diagrams/ mind maps/ in pinyin in a frame ·Asks and answers simple questions on ·Selects appropriate content Working with characters maps/ pictures/ graphs/ photographs/ the topic ·Sequences events correctly ·Writes 1-2 characters in context. drawings/ cartoons ·Code switches if necessary ·Uses appropriate vocabulary Working with sentences Text from the textbook or reader/s or ·Gives other learners a chance to ·Understands and uses commonly used Teacher’s Resource File (TRF) ·Uses appropriate grammar and speak measure words, e.g. 三种颜色。 ·Pre-reading: read and discuss title and punctuation ·Listens to them ·Uses learnt characters if possible. look at pictures / diagrams / maps Vocabulary in context Gives a factual / descriptive recount ·Uses reading strategies e.g. for Records words and their meanings in ·Recounts a recent event general idea, uses contextual clues to find meaning pinyin in a personal dictionary ·Tells events in sequence ·Writes sentences using the words or ·Identifies main facts explanations to show the meaning, etc. Practises Listening and Speaking for ·Explains meaning of unfamiliar words ·Uses learnt characters if possible. enrichment Answers questions about the text (Choose one for daily practice) Practises reading ·Performs a short poem or rhyme/or ·Reads aloud striving towards part of a short story appropriate pronunciation, fluency, and ·Plays a simple language game expression ·Gives and follows simple instructions / Reflects on texts read during ·directions independent/pair reading ·Tells own news ·Shares opinions on the text ·Relates text to own life 57

GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Working with pinyin 5-6 Listens to a story with dialogue Reads a story. Writes a simple description of people ·Sentence stress and intonation (Choose from fiction/traditional Text from the textbook or reader/s or In pinyin ·Writes at least one paragraph Working with characters stories/personal accounts/adventure/ Teacher’s Resource File (TRF) ·Writes creatively ·Writes 1-2 characters in context. /real life stories/ ·Pre-reading: predicts from title and pictures Working with sentences ·Uses appropriate adjectives Text from the textbook or Teacher’s ·Uses reading strategies e.g. makes ·Uses adverb “太”and the ·Uses learnt characters if possible. Resource File (TRF) structure“太……了”, e.g. 太大了。 predictions, uses contextual clues to ·Uses an oral description to identify find meaning, reads to find detail Writes a short message in pinyin people in the story Vocabulary in context ·Answers questions about the story ·Organises information ·Expresses feelings and opinions about ·Uses correct format e.g. salutation, the story Reads social texts e.g. invitations date, etc. ·Answers oral questions about the story ·Discusses purpose of text ·Constructs sentences correctly ·Uses a dictionary to find meaning of Role play: familiar situations ·Uses learnt characters if possible. new words ·Participates in dialogue Writes a paragraph in pinyin ·Includes relevant information Practises reading ·Describes an event ·Reads aloud with appropriate ·Uses correct tense ·Uses connectors pronunciation, fluency, and expression Practises Listening and Speaking for ·Uses learnt characters if possible. Reflects on texts read during enrichment independent/pair reading Records words and their meanings in (Choose one for daily practice) ·Uses words to express feelings about pinyin in a personal dictionary ·Performs a short poem or rhyme the text read ·Writes sentences using the words or ·Plays a simple language game explanations to show the meaning, etc. ·Gives and follows simple instructions / ·Uses learnt characters if possible. directions 58

GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Tells own news Working with pinyin 7-8 Listens to and carries out instructions Reads procedural Writes instructions in pinyin within a ·Sentence stress and intonation e.g. for making or doing something. (instructions ) text frame ·Uses correct specific details Working with characters Text from the textbook or Teacher’s Text from the textbook or reader/s or ·Uses correct structure and format ·Writes 1-2 characters in context. Resource File (TRF) Teacher’s Resource File (TRF) Working with sentences ·Responds correctly to instructions, ·Pre-reading: predicting from title and ·Uses learnt characters if possible. ·Uses the structure“会/不会+Verb ·Follows sequence correctly pictures Records words and their meanings in phrase”, e.g. 我会游泳，不会打网球。 ·Uses reading strategies e.g. prediction, pinyin in a personal dictionary Practises Listening and Speaking for contextual clues Vocabulary in context enrichment ·Writes sentences using the words or ·Discusses specific details of text explanations to show the meaning, etc. (Choose one for daily practice) ·Discusses sequence of instructions ·Uses learnt characters if possible. ·Performs a short poem or rhyme/song ·Carries out instructions (if possible) ·Tells own news Does comprehension activity on the text (oral or written) Practises reading ·Reads aloud with appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading ·Gives short oral review ·Includes key points e.g. title, and / 59

GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions topic ·Gives personal opinion of text 9-10 Listens to a poem/song Reads poem/songs Writes a passage in pinyin about Working with pinyin poem/s ·Sentence stress and intonation Text from the textbook or Teacher’s Text from the textbook or reader/s or ·Discusses what passage is about Resource File (TRF) Teacher’s Resource File (TRF) Working with characters ·Talks about the poem /song (what ·Discusses the topic and main ideas in ·Uses learnt characters if possible. ·Writes 1-2 characters in context. poem is about) the poem Records words and their meanings in Working with sentences ·Relates to own experience ·Discusses rhyme pinyin in a personal dictionary ·Understands and uses duplication of ·Identifies rhyme and rhythm ·Discusses words that begin with the ·Writes sentences using the words or measure words, e.g. 个个、件件。 ·Gives personal response (likes / same sound explanations to show the meaning, etc. dislikes the poem) ·Discusses words that imitate their Vocabulary in context ·Uses learnt characters if possible. sound Performs the poem for enrichment ·Discusses comparisons e.g. “He sings ·Pronounces words correctly like a bird.”, “She is a star.” ·Shows understanding ·Answers questions about the poem/s ·Conveys rhythm (oral or written) Practises reading ·Reads aloud with appropriate expression, showing understanding ·Uses good pronunciation, phrasing and tempo Reflects on texts read during 60

GRADE 5 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions independent/pair reading Compares e.g. stories / texts / poems / songs read GRADE 5 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to a story Reads a story Writes a simple a paragraph in piny Working with characters (Choose from fiction/traditional Text from the textbook or reader/s or with a frame ·Writes 1-2 characters in context. ·Writes an appropriate opening stories/personal accounts/) Teacher’s Resource File (TRF) Working with words sentence ·Pre-reading: reads with support and ·Uses the dictionary to check spelling Text from the textbook or reader/s or discusses title and looks at pictures ·Writes about events logically and meanings of words Teacher’s Resource File (TRF) Teacher’s ·Uses reading strategies e.g. making ·Uses connectors (and, but) ·Uses knowledge of alphabetical order Resource File (TRF) predictions, using contextual clues ·Uses some adjectives and first letters of a word to find words ·Answers questions ·Discusses new vocabulary ·Writes an appropriate ending in a dictionary. ·Answers simple questions ·Identifies sequence of events, setting ·Uses learnt characters if possible. Working with sentences Takes part in a conversation on a and characters ·Understands and uses adjective“好 Records words and their meanings in familiar topic, code-switching if ·Uses a dictionary +V” , e.g. 电影真好看。 pinyin in a personal dictionary necessary Vocabulary in context Does comprehension activity on the 61

GRADE 5 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Asks and answers question ·Writes sentences using the words or text (oral or written) ·Respects other learners by listening to explanations to show the meaning, etc. Practises reading them ·Uses learnt characters if possible. ·Reads aloud with appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading ·Discusses a short story 3-4 Listens to information text e.g. oral Reads information text with visuals Writes a short description of objects / Working with characters description/s of object/s/ plants / animals e.g. charts / tables / diagrams/ mind plants / animals / places in pinyin ·Writes 1-2 characters in context. / places maps/ maps / pictures / graphs / using a frame (3-4 sentences) Working with words photographs/ drawings / cartoons ·Uses the frame correctly Text from the textbook or Teacher’s ·Uses knowledge of alphabetical order Resource File (TRF) Text from the textbook or reader/s or ·Includes specific details and first letters of a word to find words ·Identifies the object/s ·Uses relevant vocabulary in a dictionary. Teacher’s Resource File (TRF) ·Describes what it/they are used for ·Pre-reading: predicting from title and ·Punctuation is correct Working with sentences ·Draw and label it pictures/visuals ·Uses learnt characters if possible. ·Understands and uses the ·Uses reading strategies Practises Listening and Speaking Records words and their meanings in comparative structure with“比”, e.g. 他 ·Read for specific information e.g. pinyin in a personal dictionary 比我高。 (Choose one for daily practice) timetables or schedules ·Performs a short poem or rhyme ·Writes sentences using the words or Vocabulary in context ·Answers questions on text and visuals explanations to show the meaning, etc. ·Plays a simple language game Does comprehension activity on the ·Uses learnt characters if possible. ·Gives and follows simple instructions / text (oral or written) directions ·Tells own news Practises reading 62

GRADE 5 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Tells of own related experiences ·Reads aloud with appropriate pronunciation, fluency, and expression Reflects on texts read during independent/pair reading ·Retells a text read 5-6 Takes part in a conversation about a Reads stories. Writes a passage in pinyin using a Working with characters familiar topic (e. g. Role models ) frame ·Writes 1-2 characters in context. Text from the textbook or reader/s or ·Asks and answers simple questions on ·Writes at least two paragraphs in a Teacher’s Resource File (TRF) Working with words the topic frame ·Pre-reading: predicts from title and ·Uses the dictionary to check ·Code switches if necessary pictures ·Links paragraphs using connectors meanings of words ·Gives other learners a chance to ·Reads for detail and uses contextual ·Uses new vocabulary and punctuation Working with sentences speak clues to find information learnt ·Builds on understanding and use of ·Listens to them ·Identifies and comments on the ·Uses appropriate grammar, time adverbial, e.g. 我每天六点起床。 message punctuation and spaces between Gives a factual / descriptive recount paragraphs ·Understands the vocabulary Vocabulary in context ·Recounts a recent event ·Uses the dictionary to check meanings ·Tells events in sequence ·Answers questions on the story of words ·Retells story in own words (oral or Practises Listening and Speaking for ·Uses learnt characters if possible. writing) enrichment Records words and their meanings in Does comprehension activity on the (Choose one for daily practice) pinyin in a personal dictionary text (oral or written) ·Performs a short poem or rhyme/or ·Writes sentences using the words or part of a short story Practises reading explanations to show the meaning, etc. ·Plays a simple language game ·Reads aloud with appropriate ·Uses learnt characters if possible. pronunciation, fluency, and expression ·Gives and follows simple instructions / 63

GRADE 5 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions directions ·Tells own news ·Diagram or table about the story 7-8 Listens to and responds to oral Reads procedural (instructions) text Writes a recipe in pinyin using a frame Working with characters instructions e.g. a recipe or instructions for making or ·Writes 1-2 characters in context. Text from the textbook or Teacher’s ·Text from the textbook or reader/s or doing something Resource File (TRF) Working with words Teacher’s Resource File (TRF) Follows Text from the textbook or reader/s or ·Uses the frame correctly ·Uses the dictionary to check the instructions Teacher’s Resource File (TRF) ·Includes list of ingredients meanings of words ·Shows understanding of command words ·Pre-reading: predicting from title and ·Includes method in correct sequence Working with sentences pictures ·Uses appropriate vocabulary ·Understands and use the converbal Role plays familiar situations e.g. giving ·Uses reading strategies ·Uses learnt characters if possible. structure, e.g. 我去图书馆看书。 instructions ·Answers questions on the text ·Gives at least 4 2 directions / Records words and their meanings in Vocabulary in context ·Follows the instructions correctly instructions in the correct sequence pinyin in a personal dictionary ·Uses appropriate language / Does comprehension activity on the ·Writes sentences using the words or vocabulary and gestures e.g. direction text (oral or written) explanations to show the meaning, etc. words, the command form of the verb Practises reading ·Uses learnt characters if possible. Practises Listening and Speaking for ·Reads aloud with appropriate enrichment pronunciation, fluency, and expression (Choose one for daily practice) Reflects on texts read during ·Performs a short poem or rhyme or independent/pair reading part of a story ·Compares texts read ·Plays a simple language game ·Gives and follows simple instructions / 64

GRADE 5 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions directions 9-10 FORMAL ASSESSMENT GRADE 5 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to oral description of places / Reads a story Rewrites the a paragraph/passage in Working with characters people (Choose from contemporary realistic own words, using a frame ·Writes 1-2 characters in context. Text from the textbook or reader/s or ·Identifies the main events fiction/traditional stories/personal Working with words Teacher’s Resource File (TRF) accounts/adventure/funny/fantasy/real ·Tells the events in the correct order ·Builds on knowledge of sight words ·Identifies places/people life stories/historical fiction) ·Uses appropriate grammar, and high frequency words. ·Notes relevant information from a story punctuation and spaces between ·Uses the dictionary to check e.g. on a chart / table Text from the textbook or reader/s or paragraphs meanings of words Teacher’s Resource File (TRF) ·Uses learnt characters if possible. Listens to and gives personal ·Pre-reading: predicts from title and Working with sentences recounts pictures Records words and their meanings in ·Understands and uses the existential ·Recalls own experiences Answers a personal dictionary sentence, e.g.房间里有一张床。 ·Understands the features of the text questions about what happened first, ·Writes sentences using the words or ·Understands and uses the directional second, etc. ·Uses reading strategies e.g. uses explanations to show the meaning, etc. phrase with “里”,e.g. 房间里。 contextual clues to determine meaning, 65

GRADE 5 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions makes inferences ·Uses learnt characters if possible. Practises Listening and Speaking Vocabulary in context ·Answers questions about the story (Choose one for daily practice) ·Identifies characters ·Performs a short poem or rhyme or song or part of a short story Does comprehension activity on the ·Plays a simple language game text (oral or written) ·Gives and follows simple instructions / Practises reading directions ·Reads aloud with appropriate ·Tells own news pronunciation, fluency and expression Reads a short paragraph ·Discusses main idea and specific details Reflects on texts read during independent/pair reading ·Discussion on text studied 3-4 Talks about a familiar topic with Reads information texts with visuals Draws/completes and labels simple Working with characters preparation e.g. charts/tables/ diagrams/ mind maps / visual texts e.g. charts/tables/ diagrams/ ·Writes 1-2 characters in context. ·Plans and prepares important points maps / pictures / graphs / photographs / mind maps/ maps/pictures/graphs/ Working with words ·Says at least 3 sentences on the topic drawings / cartoons photographs/drawings/ cartoons ·Builds on knowledge of sight words Answers questions and high frequency words. Text from the textbook or reader/s or Text from the textbook or Teacher’s Practises Listening and Speaking Teacher’s Resource File (TRF) Resource File (TRF) ·Uses the dictionary to check ·Pre-reading: focuses on important ·Uses information from a visual or meanings of words. (Choose one for daily practice) details written text ·Performs a short poem or rhyme or Working with sentences 66

GRADE 5 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions song or part of the story ·Discusses main information given ·Organises information ·Begins to use “在+directional words”, ·Plays a simple language game Selects relevant details to answer ·Gives information e.g. 卧室在南边，客厅在东边。 questions ·Gives and follows simple instructions / Vocabulary in context Makes a mind map summary of a directions Does comprehension activity on the short text ·Tells own news text (oral or written) ·Identifies at least three main points Practises reading Records words and their meanings in ·Reads aloud with appropriate pronunciation, fluency and expression pinyin in a personal dictionary ·Writes sentences using the words or Reflects on texts read during explanations to show the meaning, etc. independent/pair reading ·Uses learnt characters if possible. ·Retells a text in about 3 sentences. 5-6 Listens to stories Reads a story Writes a simple story in pinyin in a Working with characters (Choose from contemporary realistic Text from the textbook or reader/s or frame ·Writes 1-2 characters in context. fiction/traditional stories/personal Teacher’s Resource File (TRF) ·Writes an story Working with words ·Discusses characters ·Story has a beginning, a middle and an accounts/adventure/funny/fantasy/real ·Builds on knowledge of sight words ·Answers questions about story ending life stories/historical fiction) and high frequency words. ·Identifies the moral/main message of ·Uses learnt characters if possible. Text from the textbook or reader/s or ·Uses the dictionary to check the story Records words and their meanings in meanings of words. Teacher’s Resource File (TRF) ·Understands stories, answering Does comprehension activity on the a personal dictionary in pinyin. Working with sentences questions text (oral or written) ·Writes sentences using the words or ·Begins to use the directional phrase ·Expresses own opinion explanations to show the meaning, etc. Reads poem/s or song/s “……上”, e.g. 桌子上。 ·Uses learnt characters if possible. Retells the story ·Discusses topic and main idea ·Builds on the use of predicatively used 67

GRADE 5 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Refers to main characters Adjective predicates, e.g. 你家的花园 Practises reading ·Retelling of story in own words ·Reads aloud with appropriate 真漂亮。 ·Uses tenses introduced in previous pronunciation, fluency and expression ·Builds on the use of exclamation grades marks. Reflects on texts read during independent/pair reading Vocabulary in context ·Relates texts to own life 7-8 Takes part in a conversation on a Reads procedural text e.g. instructions Writes in pinyin on a information text Working with characters familiar topic (e.g. the weather) Text from the textbook or reader/s or previously used ·Writes 1-2 characters in context. ·Asks and answers questions Teacher’s Resource File (TRF) ·Writes one to two paragraphs Working with words ·Respects other learners by listening to ·Finds specific details ·Organises information logically ·Builds on knowledge of sight words them ·Interprets visuals ·Uses the dictionary to check meanings and high frequency words. ·Code switches if necessary ·Discusses the sequence of words ·Uses the dictionary to check ·Uses the writing process with support meanings of words. Practises Listening and Speaking Practises reading ·Uses learnt characters if possible. (Choose one for daily practice) ·Reads aloud with appropriate Working with sentences ·Performs a short poem or rhyme or pronunciation, fluency and expression Records words and their meanings in ·Understands and uses the modal song or a part of a story Does comprehension activity on the pinyin in a personal dictionary verbs “要” and “想” , e.g. 你要买什么？ ·Plays a simple language game ·Writes sentences using the words or 你想吃什么？ text (oral or written) ·Gives and follows simple instructions / explanations to show the meaning, etc. ·Develops understanding and use of directions ·Uses learnt characters if possible. the structure “Numeral + Measure word ·Tells own news +Noun”, e.g. 一瓶水、两块披萨。 Vocabulary in context 68

GRADE 5 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 9-10 Takes part in a conversation on a Reads a text Writes a short dialogue in pinyin using Working with characters familiar topic Text from the textbook or reader/s or a frame ·Writes 1-2 characters in context. ·Asks and answers questions ·Selects appropriate characters Teacher’s Resource File (TRF) Working with words ·Respects other learners by listening to ·Pre-reading: predicting from title ·Organises the dialogue logically ·Reinforces Numerals and Measure them ·Uses direct speech ·Uses reading strategies with support words. ·Code switches if necessary ·Uses an informal style of writing ·Uses the dictionary to check ·Identifies the story-line ·Asks and answers more complex ·Uses appropriate punctuation e.g. meanings of words. ·Discusses characters, setting Does questions e.g. What would you do…? colon, exclamation and question mark comprehension activity on the text Working with sentences Performs simple role plays (oral or written) ·Uses writing process ·Revises directional phrases. Text from the textbook or reader/s or Practises reading ·Uses learnt characters if possible. ·Revises the structure “Numeral + Teacher’s Resource File (TRF) ·Reads aloud with expression, showing Measure word +Noun”. Records words and their meanings in ·Develops sensible story line understanding of the text a personal dictionary in pinyin. Vocabulary in context ·Pronounces words audibly and ·Reads aloud using proper ·Writes sentences using the words or correctly pronunciation, pacing and volume. explanations to show the meaning, etc. Practises Listening and Speaking for Reflects on texts read independently ·Uses learnt characters if possible. ·Compares texts read enrichment (Choose one for daily practice) ·Performs a short poem or rhyme or song or a part of a story ·Plays a simple language game ·Gives and follows simple instructions / directions Tells own news 69

GRADE 5 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to a story Reads a story or poem or song Writes a recount of events in pinyin Working with characters ·Writes 1-2 characters in context. (Choose from /traditional stories/personal Text from the textbook or reader/s or Relates event accounts/adventure / real life stories / Teacher’s Resource File (TRF) ·Uses learnt characters if possible. ·Starts to classify the characters with the same radicals. historical fiction) ·Pre-reading: predicts from the title and Writes a simple story / paragraph / pictures Working with words Text from the textbook or reader/s or passage in a frame in pinyin. ·Uses reading strategies e.g. uses ·Words with the same characters Teacher’s Resource File (TRF) ·Uses story structure contextual clues to find the meaning of ·Starts to write words in characters if ·Understands stories new words ·Links sentences into a coherent learnt. (should this not read “Starts to ·Answers questions paragraph using pronouns, connectors ·Discusses main idea and other details. write words in pinyin?” and correct punctuation ·Asks relevant questions and responds ·Identifies the sequence of events to questions ·Uses correct tense Uses the dictionary Working with sentences ·Identifies the setting and characters to check spelling and meanings of ·Understands and uses questions with ·Answers and begins to ask some more ·Answers simple question and begins to words “多少”, e.g. 多少钱？ complex questions e.g. Why couldn’t …? What…?; How do you think …? ask some more complex questions e.g. ·Uses the following writing process with ·Understands and uses expressions of Why couldn’t …?; support the sum of money in RMB. What…?; How do you think …? ·Uses learnt characters if possible. ·Sentences with nouns predicates, e.g 三斤苹果十块钱。 Does comprehension activity on the Records words and their meanings in text (oral or written) a personal dictionary in pinyin. Vocabulary in context ·Writes sentences using the words or Practises reading explanations to show the meaning, etc. ·Reads aloud with appropriate pronunciation, fluency and expression ·Uses learnt characters if possible. Reflects on texts read during independent/pair reading 70

GRADE 5 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Discusses texts studied 3-4 Participates in discussion Reads text Writes information text in pinyin using Working with characters ·Discusses familiar topics a frame ·Writes 1-2 characters in context. Text from the textbook or reader/s or ·Takes turns, shows respect for others, ·Selects a relevant topic ·Starts to classify the characters with Teacher’s Resource File (TRF) respects others opinions ·Includes relevant information the same radicals. ·Pre-reading: predicts what text is about Practises Listening and Speaking by previewing it ·Uses the following writing process with Working with words ·Answers questions support ·Words with the same characters (Choose one for daily practice) ·Discusses main ideas and specific ·Uses learnt characters if possible. ·Stars to write words in characters if ·Performs a short poem or rhyme or song details learnt. Uses the dictionary to check ·Plays a simple language game Does comprehension activity on the ·Uses the dictionary to check meanings meanings of words of words ·Gives and follows simple instructions / text (oral or written) Designs a poster directions Working with sentences Practises reading ·Includes relevant information ·Tells own news ·Builds on understanding and use of ·Reads aloud with appropriate ·Includes a picture comparative structures . pronunciation, fluency and expression ·Uses print sizes effectively ·Understands and uses the structure “A Reads and understands a poster ·Presents neat, legible, final draft 比 B + adj. +一点儿”, e.g. 这件衣服比那 ·Pre-reading: discusses pictures 件大一点儿。 ·Uses learnt characters if possible. ·Interprets the information Records words and their meanings in Vocabulary in context ·Discusses the text pinyin in a personal dictionary ·Writes sentences using the words or explanations to show the meaning, etc. ·Uses learnt characters if possible. 71

GRADE 5 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 5-6 Listens to a story Reads a story Using pinyin write a recount of events Working with characters (Choose from /traditional stories/personal Text from the textbook or reader/s or in a frame ·Writes 1-2 characters in context. ·Relates events in sequence ·Starts to classify the characters with accounts//real life stories/historical Teacher’s Resource File (TRF) fiction) ·Pre-reading: predicts from the title and ·Uses appropriate grammar, the same radicals (what is a radical). pictures vocabulary, and information. Text from the textbook or reader/s or Working with words ·Uses reading strategies e.g. uses ·Uses the writing process with support ·Words with the same characters Teacher’s Resource File (TRF) Identifies contextual clues to find the meaning of ·Uses learnt characters if possible. plot, characters and actions ·Starts to write words in characters if new words learnt. ·Answer questions ·Discusses main idea and other details. Uses the dictionary to check meanings of words ·Uses the dictionary to check meanings Tells same story in own words with ·Identifies the sequence of events of words support ·Identifies the setting and characters Records words and their meanings in pinyin in a personal dictionary Working with sentences ·Sequence of story makes sense ·Answers and begins to ask some more ·Writes sentences using the words or ·Builds on understanding and use of complex questions e.g. Why couldn’t Practises Listening and Speaking explanations to show the meaning, etc. comparative structures. … ?; What…? How do you think …? (Choose one for daily practice) ·Uses learnt characters if possible. ·Understands and uses the structure “A Reads poem/s 跟 B 一样” and “A 跟 B 一样+ adj.”, e.g. ·Performs a short poem or rhyme or song ·Pre-reading: predicts from title and 这件衣服跟那件衣服一样大。 pictures ·Plays a simple language game Vocabulary in context ·Uses reading strategies e.g. uses ·Gives and follows simple instructions / contextual clues directions ·Answers questions about the poem ·Tells own news ·Expresses feelings stimulated by the ·Recalls events or experiences in the poem 72

GRADE 5 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions right sequence ·Discusses rhyme, words that begin with the same sounds and comparisons Practises reading ·Reads aloud with appropriate pronunciation, fluency and expression 7-8 Takes part in a conversation Designs a poster Working with characters ·Asks and answers questions ·Includes relevant information ·Writes 1-2 characters in context. ·Respects other learners ·Includes a picture ·Starts to classify the characters with ·Listens to them and encourages them ·Uses print sizes effectively the same radicals. to speak ·Presents neat, legible, final draft Working with words ·Code switches if necessary ·Uses learnt characters if possible. ·Words with the same characters Practises Listening and Speaking ·Starts to write words in characters if Writes information text In pinyin using learnt. (Choose one for daily practice) a frame ·Uses the dictionary to check meanings ·Performs a short poem or rhyme or ·Selects appropriate information of words song ·Writes one to two paragraphs ·Plays a simple language game Working with sentences ·Uses correct punctuation ·Gives and follows simple instructions / ·Understands and uses the affirmative ·Uses connectors –negative questions “adj 不 adj”, e.g. directions ·Uses the writing process with support 那件衣服贵不贵？ ·Tells own news ·Uses learnt characters if possible. Vocabulary in context 73

GRADE 5 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 9-10 FORMAL ASSESSMENT 74

3.5.3 Grade 6 GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to a short story Reads a short story Writes a paragraph in pinyin with Working with characters support ·Writes 1-2 characters in context. (Choose from contemporary realistic (Choose from contemporary realistic ·Uses a frame ·Starts to classify the characters with fiction/traditional stories/personal fiction/traditional stories/personal ·Writes an appropriate opening the same radicals. accounts/adventure/ funny/fantasy/real accounts/adventure/funny / fantasy/real sentence with support ·Learns to look up words in dictionaries life stories/historical fiction) life stories/historical fiction) ·Uses connectors by radicals. Text from the textbook or reader/s or Text from the textbook or reader/s or ·Writes an appropriate ending with Working with words Teacher’s Resource File (TRF) Teacher’s Resource File (TRF) support ·Words with the same characters ·Answers questions to show ·Pre-reading with support: predicts from ·Uses appropriate grammar, ·Starts to write words in characters if understanding title and pictures vocabulary, spelling and learnt. ·Gives a personal response to the ·Uses reading strategies e.g. making punctuation story, predictions, uses phonic and ·Uses the dictionary to check meanings ·Uses learnt characters if possible. of words contextual clues Practises Listening and Speaking for ·Discusses new vocabulary from the Uses the writing process with support ·Builds on knowledge of sight words enrichment and high frequency words read text ·Brainstorms ideas (Choose one for daily practice) ·Discusses the title, and where the ·Writes a first draft Working with sentences ·Performs a poem story takes place (setting) ·Builds on use of the affirmative – ·Revises ·Plays a language game ·Answers simple questions on the story negative questions “是不是”, e.g.他是 ·Edits ·Gives and follows instructions / 不是老师？ Practises reading ·Writes final draft directions ·Reads aloud with appropriate ·Presents neat, legible final draft Vocabulary in context ·Discusses a topic 75

GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions pronunciation, fluency and expression ·Uses learnt characters if possible. ·Words taken from shared or individually read texts Records words and their meanings in pinyin in a personal dictionary ·Writes sentences using the words or explanations to show the meaning, etc. ·Uses learnt characters if possible. 3-4 Sustains a conversation on a familiar Reads a simple descriptive / narrative Writes a simple personal note or Working with characters topic (e.g. Body and Health) recount Text from the textbook or message in pinyin ·Writes 1-2 characters in context. ·Asks and answers questions reader/s or Teacher’s Resource File ·Reinforces the features of a personal ·Starts to classify the characters with ·Respects other learners by listening to note / message the same radicals. (TRF) them ·Pre-reading with support : predicts ·Uses a frame ·Learns to look up words in dictionaries from title and pictures ·Directs message at appropriate person by radicals. Practises Listening and Speaking for ·Uses reading strategies e.g. making ·Edits own writing with support by Working with words enrichment predictions, uses pictures / phonic and correcting grammar, punctuation errors ·Words with the same characters (Choose one for daily practice) contextual clues ·Uses learnt characters if possible. ·Starts to write words in characters if ·Performs a poem ·Discusses new vocabulary from the Uses the writing process with support learnt. ·Plays a language game read text ·Brainstorms ideas ·Uses the dictionary to check meanings ·Discusses a familiar topic ·Answers simple questions on text of words ·Writes a first draft Does comprehension activity on the ·Builds on knowledge of sight words ·Revises text (oral or written) and high frequency words ·Edits Reflects on texts read during Working with sentences ·Writes final draft 76

GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Presents neat, legible final draft ·Understands and uses the adverbial of independent/pair reading ·Uses learnt characters if possible. place “在+ place”, e.g.他在医院工作。 ·Shares opinions on the text ·Builds on the use of the question with Records words and their meanings in “哪儿”, e.g. 他在哪儿工作？ pinyin in a personal dictionary ·Writes sentences using the words or Vocabulary in context explanations to show the meaning, etc. ·Words taken from shared or ·Uses learnt characters if possible. individually read texts 5-6 Listens to a story Reads a text Writes for personal reflection in pinyin Working with characters e.g. a diary using a frame ·Writes 1-2 characters in context. (Choose from contemporary realistic (Choose from contemporary /traditional ·Introduce and discuss the features of ·Starts to classify the characters with fiction/traditional stories/personal stories/personal accounts/adventure/real the diary the same radicals. accounts/adventure//real life stories/ Text life stories) e.g. a diary/diary entries ·Uses the frame ·Learns to look up words in dictionaries from the textbook or reader/s or Text from the textbook or reader/s or ·Uses an informal style by radicals. Teacher’s Resource File (TRF) Teacher’s Resource File (TRF) ·Tells the events in order Working with words Summarises story with support in a ·Pre-reading with support: predicts from ·Uses connectors ·Words with the same characters frame title and pictures ·Understands basic questions ·Uses reading strategies with support ·Uses appropriate grammar and ·Starts to write words in characters if e.g. makes predictions, uses phonic punctuation learnt. Practises Listening and Speaking for ·Uses the dictionary to check meanings and contextual clues ·Uses learnt characters if possible. enrichment ·Discusses new vocabulary from the of words (Choose one for daily practice) read text ·Builds on knowledge of sight words Records words and their meanings in and high frequency words ·Performs a poem or a part of a story ·Answers questions on text pinyin in a personal dictionary ·Plays a language game Working with sentences Practises reading ·Writes sentences using the words or 77

GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Discusses a familiar topic ·Reads aloud with appropriate explanations to show the meaning, etc. ·Builds on uses of “想+Verb phrase”, pronunciation, fluency, pacing and ·Uses learnt characters if possible. e.g.他想做老师。 expression ·Understand and uses simple questions Reflects on texts read during ending with “吧”, e.g. 你是演员吧？ independent/pair reading ·Understands and uses “您”, e.g. 您是 ·Discusses own feelings 校长吧？ Vocabulary in context ·Words taken from shared or individually read texts 7-8 Listens to and discusses basic Reads procedural text e.g. instructions completes visual text e.g. diagrams / Working with characters instructions pictures / graphs / ·Writes 1-2 characters in context. with visuals e.g. diagrams / pictures / ·Responds physically to simple ·Starts to classify the characters with graphs / photographs / photographs /drawings instructions the same radicals. ·Adds correct labels drawings ·Uses connectors ·Learns to look up words in dictionaries ·Includes relevant information ·Uses the correct order Text from the textbook or reader/s or by radicals. ·Uses key words Teacher’s Resource File (TRF) Practises Listening and Speaking for Working with words ·Pre-reading with support: predicts from ·Uses learnt characters if possible. ·Words with the same characters enrichment title, pictures and headings Records words and their meanings In ·Starts to write words in characters if (Choose one for daily practice) ·Uses reading strategies with pinyin in a personal dictionary learnt. ·Performs a poem or song or a part of a support :Discusses some visual ·Writes sentences using the words or ·Uses the dictionary to check meanings story features Interprets information in the explanations to show the meaning, etc. of words visual text ·Plays a language game ·Uses learnt characters if possible. ·Follows instructions ·Builds on knowledge of sight words 78

GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Gives and follows instructions / and high frequency words Practises reading directions ·Reads aloud with appropriate Working with sentences ·Discusses a topic pronunciation, fluency, pacing and ·Begins to use the adverb “不A也不B”, expression e.g. 南非的天气不冷也不热。 Does comprehension activity on the ·Start to understand and use “了”, e.g. text (oral or written) 下雨了。 Does a word puzzle for enrichment Vocabulary in context ·Uses relevant vocabulary ·Words taken from shared or ·Spells words correctly individually read texts ·Explains meanings of words/uses them in a sentence 79

GRADE 6 TERM 1 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 9-10 Listens to poems/songs Reads poems Writes a description of a person / an Working with characters object / animal / plant / place in pinyin ·Writes 1-2 characters in context. Text from the textbook or Teacher’s Text from the textbook or Teacher’s ·Selects appropriate content ·Starts to classify the characters with Resource File (TRF) Resource File (TRF) ·Focuses on physical description the same radicals. ·Uses an oral description to identify ·Discusses topic and main idea people or objects ·Writes creatively, using adjectives and ·Learns to look up words in dictionaries ·Understands in a simple way some adverbs by radicals. Plays a language game for enrichment elements of poetry e.g. rhyme, alliteration, ·Edits own writing, correcting spelling Working with words ·Gives and follows instructions correctly ·Discusses new vocabulary from the errors ·Words with the same characters ·Takes turns read text ·Uses learnt characters if possible. ·Starts to write words in characters if ·Completes the game in the time ·Uses a dictionary learnt. allocated Records words and their meanings in Does comprehension activity on the ·Uses the dictionary to check meanings pinyin in a personal dictionary of words text (oral or written) ·Writes sentences using the words or explanations to show the meaning, etc. ·Builds on knowledge of sight words Practises reading and high frequency words ·Reads aloud with appropriate ·Uses learnt characters if possible. pronunciation, fluency and expression Working with sentences Uses the writing process with support ·Begins to use the adverb “常” and “常 ·Brainstorms ideas 常”, e.g. 春天常下雨。 ·Writes a first draft ·Understand and uses “最+Adj.”, e.g. ·Revises 秋天的天气最好。 ·Edits Vocabulary in context ·Writes final draft ·Words taken from shared or ·Presents neat, legible final draft individually read texts ·Uses learnt characters if possible. 80

GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to a story Reads a story Writes a simple story in pinyin using Working with characters a frame ·Writes 1-2 characters in context. (Choose from contemporary realistic Text from the textbook or reader/s or ·Uses story structure as a frame ·Starts to classify the characters with fiction/traditional stories/personal Teacher’s Resource File (TRF) ·Writes an appropriate opening the same radicals. accounts/adventure/ funny/fantasy/real ·Pre-reading: reads and discusses title and looks at pictures sentence ·Learns to look up words in dictionaries life stories/historical fiction) ·Uses connectors by radicals. ·Uses reading strategies e.g. makes Text from the textbook or reader/s or predictions, using contextual clues ·Uses some adjectives Working with words Teacher’s Resource File (TRF) ·Discusses new vocabulary ·Writes an appropriate ending ·Words with the same characters ·Answers literal questions ·Identifies sequence of events, setting ·Stays on the topic ·Starts to write words in characters if ·Notes relevant information and characters (e.g. describes learnt. ·Links sentences into a coherent ·Tells and retells stories characters’ feelings, and talks about paragraph using pronouns, connectors ·Uses the dictionary to check meanings reasons for their actions) Practises Listening and Speaking for and correct punctuation of words ·Expresses cause and effect enrichment ·Uses appropriate grammar punctuation ·Builds on knowledge of sight words ·Uses a dictionary and high frequency words (Choose one for daily practice) ·Uses the dictionary to check meanings Does comprehension activity on the of words Working with sentences ·Performs a poem text (oral or written) ·Uses learnt characters if possible. ·Builds on use of “在+place +Verb”, ·Plays a language game e.g. 我在湖边打太极拳。 ·Gives and follows instructions / Practises reading Writes a paragraph in pinyin to directions ·Reads aloud with appropriate ·Builds on use of verbal phrases to express and explain an opinion pronunciation, fluency and expression describe actions, e.g. 踢足球、打网 ·Discusses a topic ·Writes 2 to 3 sentences 球。 Reflects on texts read during ·Selects relevant information 81

GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Gives own personal opinion independent/pair reading Vocabulary in context ·Gives opinions and relates books to ·Explains sensibly ·Words taken from shared or own life ·Uses learnt characters if possible. individually read texts Records words and their meanings in pinyin in a personal dictionary ·Writes sentences using the words or explanations to show the meaning, etc. Uses the writing process with support ·Brainstorms ideas ·Writes a first draft ·Revises ·Edits ·Writes final draft ·Presents neat, legible final draft ·Uses learnt characters if possible. 3-4 Listens to oral descriptions of objects/ Reads information texts e.g. from other Writes a Working with characters animals/ plants/ places subjects. description/paragraph/sentences of ·Writes 1-2 characters in context. Text from the textbook or Teacher’s Text from the textbook or Teacher’s objects / animals/plants/places in ·Starts to classify the characters with pinyin the same radicals. Resource File (TRF) Resource File (TRF) ·Includes relevant, specific details ·Learns to look up words in dictionaries ·Identifies what it is ·Pre-reading: discusses the topic with by radicals. ·Describes what it is for support and revises key vocabulary ·Describes physical appearance ·Reads a paragraph and identifies main Working with words 82

GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Distinguishes parts from the whole idea and topic sentence ·Uses correct determiners ·Words with the same characters ·Draws and label it ·Answers questions on text and visuals ·Uses relevant vocabulary ·Starts to write words in characters if e.g. graphs, diagrams, tables learnt. ·Uses vocabulary relating to other ·Punctuation is correct subjects Reflects on texts read during ·Drafts writing, gets feedback, edits and ·Uses the dictionary to check meanings rewrites of words Practises Listening and Speaking independent/pair reading ·Summarises what they have read in a ·Uses learnt characters if possible. ·Builds on knowledge of sight words (Choose one for daily practice) and high frequency words few sentences ·Performs a poem Designs, draws and labels visual text . Working with sentences ·Plays a language game e.g. charts/tables/ diagrams/ mind maps/ ·Understands and uses the “Subject- ·Gives and follows instructions / maps/pictures/graphs/ plans subject-predicate” structure, e.g. 我头 directions ·Uses information from a written or 疼。 ·Discusses a topic visual text ·Includes specific details Vocabulary in context ·Words taken from shared or ·Uses key words and phrases individually read texts ·Uses appropriate vocabulary ·Uses learnt characters if possible. Records words and their meanings in pinyin in a personal dictionary ·Writes sentences using the words or explanations to show the meaning, etc. ·Uses learnt characters if possible. Uses the writing process with support ·Brainstorms ideas ·Writes a first draft 83

GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Revises ·Edits ·Writes final draft ·Presents neat, legible final draft ·Uses learnt characters if possible. 84

GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 5-6 Listen to a personal recount of an Reads stories Writes a simple personal letter in Working with characters event pinyin ·Writes 1-2 characters in context. (Choose from contemporary realistic ·Identifies most important ideas and ·Introduce features of the informal letter ·Starts to classify the characters with fiction/traditional stories/personal people ·Uses a frame the same radicals. accounts/adventure/funny/fantasy/real ·Answers questions about what ·Uses an informal style ·Learns to look up words in dictionaries life stories/historical fiction) happened first, second, etc, recounting by radicals. ·Writes at least two short paragraphs the same event Text from the textbook or reader/s or ·Uses new vocabulary and punctuation Working with words Role-plays some familiar situations Teacher’s Resource File (TRF) learnt ·Words with the same characters. ·Uses appropriate language and ·Pre-reading: predicts with support from title and pictures ·Uses appropriate grammar, ·Starts to write words in characters if actions punctuation and spaces between learnt. ·Organises content sensibly ·Reads for detail and uses contextual paragraphs ·Uses the dictionary to check meanings clues to find meaning Practises Listening and Speaking for ·Uses learnt characters if possible. of words. ·Understands the vocabulary enrichment ·Builds on knowledge of sight words ·Answers basic questions on the story Uses the writing process with support and high frequency words . (Choose one for daily practice) (e.g. message and setting) ·Brainstorms ideas ·Performs a poem Practises reading ·Writes first draft Working with sentences ·Reads aloud with appropriate ·Understands and uses particle “吧” to ·Plays a language game ·Revises pronunciation, fluency and expression show suggestions，e.g. 我们走吧。 ·Tells or retells stories ·Edits Reads personal and social texts e.g. a ·Understands and uses “了” to show ·Writes final draft personal diary or letter changes, e.g. 我感冒了。 ·Comments on main ideas ·Presents neat, legible final draft Vocabulary in context ·Reads for detail and notices informal ·Uses learnt characters if possible. ·Words taken from shared or style Records words and their meanings in individually read texts ·Comments on format and salutation pinyin in a personal dictionary ·Antonyms (words that are opposite in Reflects on texts read during ·Writes sentences using the words or meaning e.g. loud/soft) independent/pair reading explanations to show the meaning, etc. ·Relates reading to own life 85

GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 7-8 Carries out a class survey e.g. Reads information text with visuals Develops a simple questionnaire in Working with characters interviews class mates), recording e.g. timetables and television pinyin ·Writes 1-2 characters in context. (if a ·Writes questions clearly character is a syllable, what does the responses on a chart or graph schedules/charts/tables/ diagrams/mind context actually mean? ·Asks and answers questions maps/maps/pictures/graphs ·Leaves space for answers ·Starts to classify the characters with ·Handles interviews politely Text from the textbook or reader/s or ·Uses the question form correctly the same radicals. ·Records information accurately Teacher’s Resource File (TRF) ·Uses learnt characters if possible. ·Learns to look up words in dictionaries ·Uses the structure correctly ·Pre-reading: discusses the topic and by radicals. Writes a paragraph in pinyin to ·Uses key words and phrases revises key vocabulary express and explain an opinion Working with words ·Reads a paragraph and identifies main Sustains a conversation on a familiar ·Writes 3-4 sentences with support ·Words with the same characters idea and topic sentence topic for enrichment ·Selects relevant information ·Starts to write words in characters if ·Answers questions on text and visuals ·Listens to and gives other learners a ·Gives own personal opinion learnt. ·Scans for specific information chance to speak ·Explains sensibly ·Uses the dictionary to check meanings ·Asks and answers questions Does comprehension activity on the of words ·Uses learnt characters if possible. ·Gives an opinion e.g. Why do you text (oral or written) ·Builds on knowledge of sight words think…? Uses the writing process with support and high frequency words Practises reading ·Brainstorms ideas ·Reads aloud with appropriate Working with sentences pronunciation, fluency and expression ·Writes a first draft ·Understands and uses questions with ·Revises “怎么”,e.g. 你怎么去那儿？ Solves word puzzles for enrichment ·Edits ·Builds on understanding and use of the ·Uses relevant vocabulary ·Writes final draft converbal structures, e.g. 我开车去。 ·Spells words correctly ·Presents neat, legible final draft Vocabulary in context ·Explains meanings of words/uses them in a sentence ·Uses learnt characters if possible. ·Words taken from shared or Uses a dictionary individually read texts Records words and their meanings in 86

GRADE 6 TERM 2 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions Reflects on texts read during pinyin in a personal dictionary independent/pair reading ·Writes sentences using the words or ·Compares books and texts read explanations to show the meaning, etc. ·Uses learnt characters if possible. 9-10 FORMAL ASSESSMENT GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to oral descriptions of Reads a story Writes diary entries in pinyin Working with characters places/animals/ plants /objects/etc ·Selects appropriate content for the ·Writes 1-2 characters in context. Text from the textbook or reader/s or topic ·Starts to classify the characters with Text from the textbook or reader/s or Teacher’s Resource File (TRF) ·Uses the appropriate structure as a the same radicals. Teacher’s Resource File (TRF) ·Pre-reading: predicts from title and frame ·Learns to look up words in dictionaries ·Identifies places pictures ·Tells the events in the correct order by radicals. ·Notes relevant information e.g. on a ·Describes the features of the text ·Uses connectors chart / table ·Uses reading strategies e.g. uses Working with words 87

GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Identifies similarities and differences contextual clues to determine meaning, ·Uses appropriate grammar, ·Words with the same characters makes inferences punctuation and spaces between ·Starts to write words in characters if Practises Listening and Speaking for paragraphs ·Answers questions about the story learnt. enrichment ·Uses learnt characters if possible. ·Identifies and discusses the setting ·Uses the dictionary to check meanings (Choose one for daily practice) and characters of words Uses the writing process with support ·Performs a poem ·Describes cause and effect in a story ·Brainstorms ideas ·Builds on knowledge of sight words ·Plays a language game e.g. What happened when…? Or Why and high frequency words ·Writes a first draft do you think ... happened? ·Gives and follows instructions / ·Revises Working with sentences directions Reads simple personal letters for ·Edits ·Understands and uses the structure ·Recounts experiences or events in the enrichment “越来越+adj./mental verb”,e.g.越来越 right sequence, using connectors ·Writes final draft ·Identifies main ideas 高、越来越喜欢汉语。 ·Presents neat, legible final draft ·Answers literal questions ·Use “A 跟B 一样+ verbal phrase”, e.g. ·Uses learnt characters if possible. 我跟爸爸一样喜欢音乐。 ·Identifies features of text e.g. date, salutation Records words and their meanings in Vocabulary in context a personal dictionary ·Words taken from shared or ·Writes sentences using the words or individually read texts explanations to show the meaning, etc ·Uses learnt characters if possible 3-4 Listens to a simple talk on an issue Reads information texts with visuals Writes information text using visuals Working with characters ·Asks and answers simple questions e.g. charts/tables/ diagrams/ mind maps/ e.g. charts/tables/ diagrams/ mind maps/ ·Writes 1-2 characters in context. ·Discusses the main idea maps/pictures/graphs. maps/ pictures/graphs Text from the ·Starts to classify the characters with ·Gives opinions textbook or reader/s or Teacher’s the same radicals. Text from the textbook or reader/s or ·Respects other learners by listening to Resource File (TRF) ·Learns to look up words in dictionaries Teacher’s Resource File (TRF) 88

GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions them ·Pre-reading: scans for important ·Reads selected text by radicals. details ·Uses information from the text to draw ·Talks about an issue after preparation Working with words ·Asks questions and label visual text e.g. tables or ·Selects appropriate topic and content ·Words with the same characters ·Selects relevant details to answer charts or graphs ·Stays on topic ·Starts to write words in characters if questions ·Uses learnt characters if possible. ·Organises content logically learnt. ·Makes a mind map summary of the Transfers text into graphic form e.g. ·Uses the dictionary to check meanings text/selection of the text uses notes of information collected of words Does comprehension activity on the ·Transfers information into graphic form ·Builds on knowledge of sight words text (oral or written) e.g. a graph or table and high frequency words ·Analyses information Working with sentences Practises reading ·Reads aloud with appropriate ·Uses learnt characters if possible. ·Understands and uses the structure pronunciation, fluency and expression “要……了”，e.g.音乐会要开始了。 Writes a short report in pinyin in a ·Builds on use of the adverb “都”, e.g. frame on information collected 我们都喜欢音乐。 ·Evaluates with support the information Uses an appropriate structure for the Vocabulary in context report ·Words taken from shared or ·Uses learnt characters if possible. individually read texts 5-6 Listens to a song/simple poems Reads poems or songs Writes a simple passage / paragraph Working with characters ·Pre-reading: predicts from title and in pinyin using the writing process ·Writes 1-2 characters in context. Text from the textbook or Teacher’s pictures Resource File (TRF) with support ·Starts to classify the characters with ·Uses reading strategies e.g. uses ·Selects interesting content the same radicals. ·Recalls main idea contextual clues ·Discusses central idea ·Uses the story structure as a frame ·Learns to look up words in dictionaries ·Answers questions about the poem 89

GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Relates to own experience ·Expresses feelings stimulated by the ·Uses a beginning, middle and end by radicals. ·Identifies rhyme poem ·Tells events in appropriate order Working with words ·Expresses feelings stimulated by the ·Discusses rhyme ·Uses punctuation correctly ·Words with the same characters poem ·Discusses comparisons made in the ·Uses appropriate spacing for ·Starts to write words in characters if ·Performs song/selected lines poem paragraphs learnt. Practises reading ·Uses learnt characters if possible. ·Uses the dictionary to check meanings Practises Listening and Speaking ·Reads aloud with expression, showing of words (Choose one for daily practice) Uses the writing process with support understanding ·Performs a poem ·Brainstorms ideas using e.g. mind ·Builds on knowledge of sight words ·Reads aloud using proper and high frequency words maps ·Plays a language game pronunciation, pacing and volume. ·Writes first draft Working with sentences ·Gives and follows instructions / Reflects on texts read during ·Gets feedback on content and use of directions ·Builds on understanding and use of independent/pair reading grammar and vocabulary questions with “怎么”, e.g.我们怎么去 ·Discusses a topic ·Relates texts to own life ·Writes final draft 约堡？ ·Uses learnt characters if possible. ·Builds on use of the converbal strucuture, e.g. 我们坐火车去。 For enrichment: Vocabulary in context Writes for fun e.g. simple four line poem ·Words taken from shared or or rhyming sentences individually read texts ·Chooses topic ·Writes rhyming sentences on topic ·Uses one comparison ·Uses learnt characters if possible. Records words and their meanings in 90

GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions pinyin in a personal dictionary ·Writes sentences using the words or explanations to show the meaning, etc. ·Uses learnt characters if possible 7-8 Listens to and carries out instructions Reads procedural text e.g. Makes a mind map / summary of a Working with characters e.g. a procedure recipe/instructions (e.g. folding a paper short text with a frame ·Writes 1-2 characters in context. ·Predicts what might come next box) ·Identifies at least three main points ·Starts to classify the characters with ·Discusses specific details of text ·Organises information neatly the same radicals. Text from the textbook or reader/s or ·Discusses sequence of instructions ·Uses appropriate symbols ·Learns to look up words in dictionaries Teacher’s Resource File (TRF) /diagrams/other relevant graphic text by radicals. ·Discusses the form of the verb used in ·Pre-reading: predicts from title and headings Interprets visuals ·Uses appropriate vocabulary Working with words Practises Listening and Speaking for ·Answers questions about the text ·Uses the dictionary to check meanings ·Words with the same characters enrichment ·Discusses what needs to be done of words ·Starts to write words in characters if (Choose one for daily practice) learnt. ·Discusses sequence of instructions ·Performs a poem Uses learnt characters if possible. ·Uses the dictionary to check meanings ·Follows the instructions ·Plays a language game Uses the writing process with support of words ·Gives and follows instructions / Reflects on texts read during ·Brainstorms ideas using e.g. mind ·Builds on knowledge of sight words directions independent/pair reading maps and high frequency words ·Discusses a topic ·Describes features of some of texts ·Writes first draft Working with sentences read ·Checks spelling ·Builds on the use of directional ·Writes final draft words,e.g.前、前边、前面。 ·Uses learnt characters if possible. ·Uses “在+directional words”, e.g. 汽车 91

GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 站在左边。 Records words and their meanings in pinyin in a personal dictionary ·Understands and uses “往+directional ·Writes sentences using the words or words+verb”, e.g. 往前走。 explanations to show the meaning, etc. Vocabulary in context ·Uses learnt characters if possible. ·Words taken from shared or individually read texts 9-10 Participates in conversation on a Reads a role play Writes a short dialogue in pinyin, using Working with characters familiar topic ( e.g. The Weather) a more informal style of writing (in a ·Writes 1-2 characters in context. Text from the textbook or reader/s or Text from the textbook or reader/s or Teacher’s Resource File (TRF) frame) ·Starts to classify the characters with ·Selects appropriate characters the same radicals. Teacher’s Resource File (TRF) ·Pre-reading predicting from title ·Develops the conversation and action ·Learns to look up words in dictionaries ·Asks relevant questions and responds ·Uses reading strategies logically by radicals. to questions ·Identifies the story-line ·Sustains the conversation ·Uses direct speech Working with words ·Discusses characters, setting and ·Expresses opinions ·Uses appropriate punctuation e.g. ·Words with the same characters action colon, exclamation and question marks ·Starts to write words in characters if ·Respects others’ ideas ·Expresses feelings stimulated by the text ·Uses learnt characters if possible. learnt. ·Encourages other learners to speak the additional language ·Discusses features of the text Uses writing process with support ·Uses the dictionary to check meanings especially punctuation and format ·Brainstorms ideas using mind maps of words Performs simple role plays ·Produces first draft ·Builds on knowledge of sight words ·Uses appropriate content and Does comprehension activity on the and high frequency words language text (oral or written) ·Gets feedback and revises Working with sentences 92

GRADE 6 TERM 3 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Uses direct speech ·Proofreads ·Understands and uses particle “过”,e.g Practises reading ·Develops sensible story line ·Writes final draft 我去过上海。 ·Reads aloud with expression, showing ·Uses voice and expression and understanding of the text ·Presents neat, legible final draft with Vocabulary in context gestures to convey meaning ·Reads aloud using proper correct spacing ·Words taken from shared or ·Pronounces words audibly and pronunciation, pacing and volume. ·Uses learnt characters if possible. individually read texts correctly Reflects on texts read during Records words and their meanings in independent/pair reading pinyin in a personal dictionary ·Presents a short oral book report with ·Writes sentences using the words or appropriate content and structure explanations to show the meaning, etc. ·Gives own opinion ·Uses learnt characters if possible GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions 1-2 Listens to a story Reads a story Writes a simple story / passage in Working with characters pinyin ·Writes 1-2 characters in context. (Choose from contemporary realistic Text from the textbook or reader/s or 93

GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Uses story structure as a frame ·Starts to classify the characters with fiction/traditional stories/personal Teacher’s Resource File (TRF) ·Uses language imaginatively the same radicals. accounts/adventure/funny/fantasy/real ·Pre-reading: predicts from the title and pictures especially a variety of vocabulary ·Learns to look up words in dictionaries life stories/historical fiction) ·Links sentences into a coherent by radicals. ·Uses reading strategies: uses Text from the textbook or reader/s or paragraph using pronouns, connectors contextual clues to find the meaning of Working with words Teacher’s Resource File (TRF) new words and correct punctuation ·Words with the same characters ·Asks relevant questions and responds ·Discusses plot, setting and characters ·Uses appropriate grammar, spelling ·Starts to write words in characters if to questions and punctuation ·Discusses the sequence of events, learnt. ·Answers simple and begins to ask and ·Uses correct tense consistently answering questions about what ·Uses the dictionary to check meanings answer more complex questions e.g. happened first, second, etc Why couldn’t … ?; What…? How do ·Uses the dictionary to check spelling of words ·Asks and answers more complex ·Builds on knowledge of sight words you think …? and meanings of words questions e.g. Why couldn’t … ?; and high frequency words Practises Listening and Speaking for What…? How do you think …? ·Uses learnt characters if possible enrichment Working with sentences Does comprehension activity on the Uses the writing process with support ·Understands and uses “A跟B一起”,e.g (Choose one for daily practice) text (oral or written) ·Brainstorms ideas 我跟妈妈一起去。 ·Performs a poem ·Writes first draft Reads personal letters (for ·Understands and uses “……极了”,e.g. ·Plays a language game ·Revises enrichments) 好极了。 ·Gives and follows instructions/ ·Pre-reading: predicts based on ·Edits directions Vocabulary in context skimming the text ·Writes final draft ·Discusses a topic ·Words taken from shared or ·Uses reading strategies: uses ·Presents neat, legible final draft individually read texts contextual clues to find the meaning of ·Uses learnt characters if possible. new words ·Identifies main idea and specific details Records words and their meanings in ·Discusses the purpose of the letter pinyin in a personal dictionary ·Writes sentences using the words or 94

GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Discusses the format of the letter explanations to show the meaning, etc. ·Uses learnt characters if possible. Practises reading ·Reads aloud with expression, showing understanding ·Reads aloud using proper pronunciation, pacing and volume 3-4 Listens to and discusses a talk Reads information text Text from the Uses information from a visual text Working with characters ·Discusses main ideas and specific textbook or reader/s or Teacher’s e.g. charts/tables/ diagrams/mind maps/ ·Writes 1-2 characters in context. details ·Starts to classify the characters with Resource File (TRF) maps/ ·Records specific information on a chart ·Pre-reading: reads and discusses the same radicals. pictures/ graphs to write a text or mind map headings and pictures ·Learns to look up words in dictionaries ·Writes two to three paragraphs Practises Listening and Speaking for ·Notices the role that pictures and by radicals. ·Punctuation are correct photographs play in constructing enrichment Working with words meaning ·Uses learnt characters if possible. (Choose one for daily practice) ·Words with the same characters ·Answers questions about the text Writes visual information text ·Performs a poem ·Starts to write words in characters if ·Summarises a paragraph with support ·Makes a mind map summary of a short learnt. ·Plays a language game text with support Does comprehension activity on the ·Uses the dictionary to check meanings ·Gives and follows instructions/ ·Organises advantages and text (oral or written) of words directions disadvantages into a table ·Builds on knowledge of sight words ·Discusses a topic Practises reading ·Uses the dictionary to check meanings and high frequency words ·Reads aloud with appropriate pronunciation, fluency and expression of words Working with sentences ·Uses learnt characters if possible. ·Understands and uses “A比B+adj.+得 Reflects on texts read during Records words and their meanings in 多”,e.g 他比我高得多。 95

GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions ·Understands and uses “adj.+ 得不得 independent/pair reading pinyin in a personal dictionary 了”,e.g. 好得不得了。 ·Expresses emotional response to texts ·Writes sentences using the words or read explanations to show the meaning, etc. Vocabulary in context ·Relates text to own life ·Uses learnt characters if possible.. ·Words taken from shared or individually read texts 5-6 Listens to a story Reads a story Writes a book review in pinyin Working with characters ·Selects appropriate content and ·Writes 1-2 characters in context. (Choose from fiction/traditional Text from the textbook or reader/s or structure ·Starts to classify the characters with stories/personal accounts/adventure/ Teacher’s Resource File (TRF) ·Expresses and explains own opinion the same radicals. funny/fantasy/real life stories/historical ·Pre-reading: predicts from the title and pictures ·Includes title, characters and summary ·Learns to look up words in dictionaries fiction) by radicals. ·Uses reading strategies: uses ·Writes a personal letter Text from the textbook or reader/s or contextual clues to find the meaning of ·Selects appropriate content Working with words Teacher’s Resource File (TRF) new words ·Uses a frame only if necessary ·Words with the same characters ·Asks relevant questions and responds ·Discusses plot, setting and characters to questions ·Addresses the message correctly ·Starts to write words in characters if ·Discusses the sequence of events, learnt. ·Summarises the story ·Orders the information logically answering questions about what ·Uses the dictionary to check meanings ·Answers and begins to ask and happened first, second, etc ·Writes own name at the end of words answer more complex questions e.g. ·Asks and answers more complex ·Uses an informal style of writing ·Builds on knowledge of sight words Why couldn’t … ?; What…? How do questions e.g. Why couldn’t … ?; appropriate for the purpose and high frequency words you think …? What…? How do you think …? ·Expresses an opinion, giving a reason Uses the writing process Working with sentences ·Expresses and explains own opinion for it e.g. on ethical, social and critical ·Brainstorms ideas ·Builds on the use of affirmative- issues in a story, code switching if Does comprehension activity on the ·Writes a first draft negative questions, e.g 你喝不喝水？ 96

GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions necessary ·Revises ·Understands and uses “除了…… text (oral or written) Uses tenses introduced in the earlier ·Edits 还……”,e.g.除了饺子，我还喜欢馄饨。 grades e.g. simple past and future Reads poems ·Pre-reading: predicts from title and ·Writes final draft Vocabulary in context Listens to a poem/s pictures ·Presents neat, legible final draft ·Words taken from shared or Text from the textbook or Teacher’s ·Uses reading strategies e.g. uses individually read texts ·Uses the dictionary to check meanings Resource File (TRF) contextual clues of words ·Recalls main idea ·Answers questions about the poem ·Uses learnt characters if possible. ·Discusses central idea ·Expresses feelings stimulated by the poem Records words and their meanings in ·Relates to own experience ·Discusses rhyme and alliteration pinyin in a personal dictionary ·Identifies rhyme and words that begin ·Writes sentences using the words or with the same sounds (alliteration) ·Discusses comparisons made in the explanations to show the meaning, etc. ·Identifies and discusses comparisons poem (similes) ·Uses learnt characters if possible. (e.g. similes) Practises reading ·Expresses feelings stimulated by the ·Reads aloud with expression, showing poem understanding ·Performs song/selected lines ·Reads aloud using proper pronunciation, pacing and volume 5-6 Practises Listening and Speaking Reflects on texts read during (Choose one for daily practice) independent/pair reading ·Performs a poem ·Does a structured book review with good oral presentation ·Plays a language game ·Gives and follows instructions/ 97

GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions directions ·Discusses a topic ·Recounts events or experiences in the right sequence, answering questions about what happened first, second, third, etc 7-8 Takes part in a conversation (e. g. Reads media texts e.g. magazine Writes a simple paragraph/passage in Working with characters Role models) article/news report. pinyin using a frame ·Writes 1-2 characters in context. ·Asks and answers questions ·Includes relevant information Text from the textbook or reader/s or ·Starts to classify the characters with ·Respects other learners ·Includes a clear main idea Teacher’s Resource File (TRF) the same radicals. ·Listens to other learners and ·Pre-reading: predicts what text is about ·Develops information logically encourages them to speak by previewing it ·Uses connectors and organises ·Learns to look up words in dictionaries Participates in discussion ·Uses a range of reading strategies e.g. paragraphs properly by radicals. ·Imagines and describes possibilities skimming, scanning ·Uses the correct format Working with words ·Uses the conditional ·Answers questions ·Uses appropriate grammar, ·Words with the same characters ·Takes turns ·Discusses main ideas and specific vocabulary, punctuation ·Stars to write words in characters if ·Respects others’ opinions details ·Uses learnt characters if possible. learnt. ·Discusses the layout and design of the ·Encourages others to speak Designs a poster for enrichment ·Uses the dictionary to check meanings text ·Includes relevant information of words Practises Listening and Speaking ·Compares layout and design to that of ·Includes a picture ·Builds on knowledge of sight words (Choose one for daily practice) newspaper ·Uses the correct format and high frequency words ·Performs a poem Does comprehension activity on the ·Uses design features such as colour Working with sentences ·Plays a language game text (oral or written) and different sizes or kinds of print ·Understands and uses rhetorical ·Gives and follows ·Practises reading (font) 98

GRADE 6 TERM 4 Weeks Listening and Speaking (ORAL) Reading and viewing Writing and Presenting Language Structures and Conventions instructions/directions ·Reads aloud with appropriate ·Presents neat, legible, final draft questions, e.g.你不喝可乐吗？ ·Discusses a topic pronunciation, fluency and expression ·Uses learnt characters if possible. ·Review comparatives. Reads and understands graphic Uses the writing process with support Vocabulary in context media text e.g. posters and ·Writes first draft ·Words taken from shared or advertisements ·Revises individually read texts ·Pre-reading: discusses pictures ·Proofreads ·Interprets the information ·Writes final draft ·Discusses the purpose of the text ·Presents neat, legible final draft ·Discusses some of the language use ·Uses learnt characters if possible. ·Identifies and discusses design features such as colour and different Records words and their meanings in sizes or kinds of print (font) pinyin in a personal dictionary ·Discusses the layout ·Writes sentences using the words or ·Compares different texts e.g. posters explanations to show the meaning, etc. and advertisements ·Uses learnt characters if possible. Reflects on texts read during independent/pair reading ·Shares opinions on texts 9-10 FORMAL ASSESSMENT 99

SECTION 4 ASSESSMENT IN THE SECOND ADDITIONAL LANGUAGE 4.1 INTRODUCTION Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases regular feedback should be provided to learners to enhance the learning experience. The Second Additional Language learners’ success depends on regular, informal assessment and feedback from the teacher as they engage with the texts and activities. The teaching plan sets out the required content, skills and strategies for teaching and learning over a year. This is what will be assessed at increasing levels of development (progression). Not everything taught needs to be formally assessed. However, it is essential that learners’ progress is assessed through both a formal and an informal assessment programme, as this informs planning. Learners’ listening skills, oral competence, ability to answer questions, participation in discussions and written recording skills where necessary should be observed on a daily basis. It is important, too, that learners’ understandingof what they are reading is assessed and not just their ability to recognise or decode words. Assessment of reading should therefore also take place regularly and not just be a once- off assessment. Formal reading assessment should focus on reading aloud as well as activities which help a teacher to determine how much the learner has understood, for example, retelling a story or answering questions. Assessment of written work will focus primarily on the learner’s ability to convey meaning, as well as how correctly they have written, for example, correct Language Structures and Conventions, spelling and punctuation. All assessment should recognise that language learning is a process and that learners will not produce a completely correct piece of work the first time round. Therefore the various stages in the writing process should also be introduced. When giving a formal assessment task, there will be a focus on a particular skill, for example Listening and Speaking, or Reading or Writing. However, because language learning is an integrated process, more than one skill will be used. The language structures should be assessed in context. It must be ensured that assessment is not only done as written work, but allows for practical and oral work too. It is important to assess what learners understand and not what they can just memorise, so assess skills in context as much as possible e.g. learners may spell all their words correctly during a test on Friday, but are they able to use those same words correctly spelt when writing/ recording their personal news or a story? Teaching and assessment of languages should make provision for inclusion of all learners, and strategies should be found to assist all learners to access or produce language texts. Some students experiencing barriers may not be able to attain some of the aims as they are presented in the Curriculum and Assessment Policy Statement. 4.2 INFORMAL OR DAILY ASSESSMENT Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can be used to improve their learning. 100

Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Assessment of language competence will be in the form of observation, written exercises, oral activities and presentations, written tests, reading aloud and other forms of assessment. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the classroom. Many of the learning activities may be used to assess learners’ performance informally. In some cases, teachers might want to set specific assessment types of activities to motivate learners to learn, such as regular spelling texts. Learners or teachers can mark these assessment tasks. It is suggested that teachers use the first two weeks of the term to do a baseline assessment of learners. Use the activities given in the first two weeks of the teaching plans to do this assessment. This will enable teachers to establish the kind of attention that learners will need as they proceed. Self assessment and peer assessment actively involves learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. Teachers may however wish to keep their own informal records of how individual learners are progressing in the different aspects of the subject to assist with planning and ensuring that individual learners develop the required skills and understanding. The results of daily assessment tasks are not taken into account for promotion and certification purposes. 4.3 FORMAL ASSESSMENT All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes. All Formal Assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, oral presentations, demonstrations (such as retelling a story, matching), performances (such as role play), paragraphs/passages participation in oral tasks (such as dialogues, conversations, discussions), written tasks (such as completing a worksheet, writing paragraphs or other types of texts), etc. Formal assessment tasks form part of a year-long formal Programme of Assessment in each grade and subject. While preparations for formal assessment tasks could be done outside the classroom, the final version should be done under controlled conditions, in the classroom. Formal assessment tasks form part of a year-long formal Programme of Assessment in each grade and subject. Formal assessment tasks must assess not only learners’ knowledge and skill but also their use of the language in context. In formal assessment, use memoranda, rubrics, checklists and rating scales as well as other appropriate assessment tools to observe, assess and record learners’ levels of understanding and skill. Choose an assessment tool that is most appropriate for the type of activity. For example, a rubric is more suitable than a memorandum for a creative writing piece. A memorandum is better suited to a spelling test or a reading comprehension activity. The formal assessment requirements for Second Additional Language are as follows: One formal assessment tasks for the first and third terms must be completed and one in the fourth term, totalling five in all for the school year. These five formal assessment tasks make up 75% of the total mark for Second Additional Language in Grades 4, 5 and 6. This formal assessment mark will include the mid-year test or 101

examination, if this is given. The first formal assessment task in each term should be done in the middle of the term. The mid-year test formal assessment task in term 2 should be done towards the end of the term. There will be an examination at the year-end which will count for 25% of the mark. Each formal assessment task should be made up of activities that assess Listening and Speaking, Reading, Writing, and Language Structures and Conventions, and should take place over a period of days. Language Structures and Conventions should be assessed in context. Formal assessment tasks must assess a range of aspects of the language skills so that key aspects will be assessed over the course of the term and the year. Ensure that these aspects have been informally assessed and feedback given to the learner before they are formally assessed. All assessment in the Intermediate Phase is internal. The forms of assessment used should be age and developmental level appropriate. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject. Formal assessment tasks Each formal assessment task should cover the following aspects and have the following weighting. It should be based on the knowledge and skills done during that term. The examples given below are merely to illustrate the kind of activity that should be set. Use the term plans for each grade to select the kind of activities and the set of skills required for each part of the formal assessment task. Requirements for the compilation of a task are given in percentages. Where thirty percent for a language skill is indicated, it means that the final allocation of marks for that language skill should be thirty percent of the total and not thirty marks. Schools are not limited to a number of marks allocated to a language skill as long as the weighting for each language skill is observed for each task according to the percentage allocated. In grade four for example, a language knowledge test may be set for ten marks or more, as long as the final weighting does not exceed the weighting indicated. In Writing parts of the planning process or the whole process should be assessed at least once per term. The lengths of texts for writing as indicated in Section 3.4 should be strictly adhered to. Composition of a formal assessment task (FAT) Grade 4 Grade 5 Grade 6 Listening and Speaking 40 % 40 % 40 % Listening An activity to show that the learner has listened and 20 % 20 % 20 % understood e.g. listen and follow instructions/listen to a text and answer questions about it, orally or in writing Speaking An activity to show that the learner can express 20 % 20 % 20 % him/herself orally e.g. take part in a conversation or dialogue/discuss a topic or text/give instructions or directions/perform a poem/give a short talk OR 102

One or more combined Listening and Speaking 40% 40% 40% activities to demonstrate ability to understand and express oral language e.g. listen to and retell a story/listen to a talk and discuss it Reading 30% 30% 30%% Reading aloud An activity to show that the learner can read fluently 10% 10% 10% e.g. read aloud from a familiar text (Terms 1 to 4)/read aloud from an unfamiliar text (Terms 3 and 4). This must include a few questions to determine whether the learner has understood what has been read. Reading Two or more activities to show that the learner can 20% 20% 20% comprehension understand the meaning of the text and recognises features of the text e.g. answer questions/retell a story/make up own ending/give a summary/give own opinion/describe features of the text. Texts used may be short extracts or extended reading texts read during independent reading. The activity must suit the type of text chosen. Writing 20% 20% 20% Creative writing One activity to show the learner can express ideas 10% 10% 10% creatively in writing e.g. writes a particular creative text type (or a short paragraph/passage) or part of it or sentences. The activity must show use of language structures in context. Informational/ One activity to show the learner can give information in 10% 10% 10% Transactional writing writing e.g. writes a particular social or functional text type (such as a report/poster/ labelling diagrams/sentences/simple dialogues) or part of it. The activity must show use of language structures in context. Language structure 10% 10% 10% and conventions Formal language One or more activities to show learner has knowledge 10% 10% 10% usage of language structures and their use e.g. correct punctuation/ spelling/appropriate use of parts of speech and sentence structures 103

Total percentage for 100% 100% 100% each task 4.4 PROGRAMME OF ASSESSMENT The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term. A programme for assessment must be drawn up by the school indicating the dates on which tasks will be done. 4.4.1 Overview of requirements The following table provides an overview of the Programme of Assessment requirements for each term for Second Additional Languages: Table 4.1: Grades 4 - 6 Term 1 Term 2 Term 3 Term 4 FAT 3 / Mid-year Grade 4 FAT 1 FAT 2 FAT 4 FAT 5 End-of-year examination examination FAT 3 / Mid-year Grade 5 FAT 1 FAT 2 FAT 4 FAT 5 End-of-year examination examination FAT 3 / Mid-year Grade 6 FAT 1 FAT 2 FAT 4 FAT 5 End-of-year examination examination Composition End-of-year examination Continuous assessment 75% of final mark 25% 4.4.2 Examinations Content for the end-of-year examination should be drawn from the work done for the year and should be a selection of skills and activities that will enable the learner to show that he/she is ready to engage with the work in the next year. The examination will consist of the following: Reading comprehension, including vocabulary work Writing of a short creative text, including appropriate and correct usage of format, grammar, punctuation and spelling Writing of a short transactional text, including appropriate and correct usage of format, grammar, punctuation and spelling Knowledge and understanding of grammar, punctuation and spelling 104

Listening and Speaking skills will not be assessed as part of the examination as these are best assessed over a longer period of time. The weighting of marks for the examination is as follows: Grade 4 Grade 5 Grade 6 Reading Comprehension 60% 60% 50% Writing 25% 25% 35% Language Structures and Conventions 15% 15% 15% Total percentage 100% 100% 100% 4.5 RECORDING AND REPORTING Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her / his readiness to progress or being promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades report in percentages against the subject. Seven levels of competence have been described for each subject listed for Grades R - 12. The various achievement levels and their corresponding percentage bands are as shown in the Table below. CODES AND PERCENTAGES FOR RECORDING AND REPORTING RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE 7 Outstanding achievement 80 - 100 6 Meritorious achievement 70 - 79 5 Substantial achievement 60 - 69 4 Adequate achievement 50 - 59 105

3 Moderate achievement 40 - 49 2 Elementary achievement 30 - 39 1 Not achieved 0 - 29 Teachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards. 4.6 MODERATION OF ASSESSMENT Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments. Moderators at school level must give quality comments to ensure that the assessment practice at school is enhanced. Moderation cannot simply be a monitoring exercise to check that the correct number of tasks has been done or that a memorandum has been applied correctly. In Languages it means that the moderator will give good comment, among other things, on the levels of questioning in comprehension testing; the frequency of extended writing; the quality of assessment instruments and the developmental opportunities afforded, and the teacher’s engagement with learner workbooks and evidence of learner performance. The moderation process must also ensure that the ratings given are consistent across all classes in the grade, and all grades in the phase. For example, a rating of 3 given by one teacher should represent the same level of skill and knowledge as the same rating given by another teacher. It is therefore important for Subject Heads to do internal moderation regularly. 4.7 GENERAL This document should be read in conjunction with: 4.7.1 The National policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R - 12; and 4.7.2 The policy document, National Protocol for Assessment Grades R - 12. GLOSSARY acronym - a word made up from the first letters of the name of something, e.g. CAPS is an acronym for Curriculum and Assessment Policy Statement aesthetic - the use of language to create something artistic, fine and beautiful alliteration-the use of several words together that begin with the same sound or letter, e.g. Round the rocks the ragged rascal ran allusion - writing or speaking that mentions a subject, person, etc. indirectly, e.g. He alluded to the president’s ill health 106

ambiguity - a possible double meaning which may make a message unclear when used by mistake, e.g. I am going out for the present may mean I am leaving for this time OR I am going to get a gift anecdote - a short story of based on personal experience anti-climax - a situation or event that is less exciting because it happens after something that was much better. In literature study anti-climax suggests that the expectations built up by the writer are deliberately disappointed. antonym - a word that is opposite in meaning to another word in the same language, e.g. tall and short are antonyms in Mandarin appreciation - pleasure you express when you realise something is good, useful, or well done; an understanding of the importance or meaning of something appropriate - correct or suitable for a particular time, situation, or purpose assonance - repetition of vowel sounds in two or more words, e.g. All is in tune in the world in June assumptions - something that you think is true although you have no definite proof. Underlying assumption --a belief that is used as the basis for an idea, but which may not be correct bias - an opinion about whether something is good or bad which influences how you deal with it chronological - arranged according to when things happened or were made, e.g. The poems were arranged in chronological order. clip (video clip/audio clip) - a short part of a film, television or radio programme that is shown by itself, especially as an advertisement, e.g. clips from the new James Bond film cognitive academic skills - these are skills such as inferencing, synthesising and evaluating; the term cognitive academic language proficiency (CALP) was coined by Jim Cummins to describe abstract, decontextualised, cognitively demanding language i.e. the kind of language that you would find in a science textbook coherent - something which makes logical sense; a coherent paragraph has a clear development of ideas and sentences have logical links cohesive - a cohesive text is one which flows and has unity. It makes use of connectives, conjunctions and pronouns, which hold the text together, e.g. Punctuation is important makes written language easier to understand. colloquial - language or words that are used mainly in informal conversations rather than in writing or formal speech, e.g. just chuck it there (colloquial) instead of please place it there (formal) conjunctive - in conjunctive writing systems (e.g. isiZulu and isiXhosa) there are spaces between grammatical words rather than morphemes; words are therefore longer than in disjunctive writing systems (e.g. Sesotho and Setswana) connotation - the meanings which a word suggests, e.g. plump has positive connotations such as attractive, comfortable, cheerful; whereas fat has more negative connotations climax - the most exciting, effective or important part of a story, which usually comes near the end conflict - struggle that arises between characters, between characters and their circumstances or from opposing desires or values critical language awareness - the analysis of how meaning is constructed by those in power to maintain their position; the analysis of language forms to reveal the mechanics of power-based relationships. It empowers the learner to resist manipulation and to use language sensitively critique - a detailed explanation or evaluation of something such as political beliefs 107

decoding - to discover the meaning of a word or message decontextualised - taken out of the situation, events, or information related to it denotation - the literal or straightforward meaning of a word denouement- the exciting last part of a story or play disjunctive - in disjunctive writing systems (e.g. Sesotho and Setswana) there are spaces between morphemes; words are therefore shorter than in conjunctive writing systems (e.g. isiZulu and isiXhosa) dramatic irony - when the people watching a play know something that the characters do not, and can understand the real importance or meaning of what is happening element - one part or feature of a whole system, plan, piece of work etc., especially one that is basic or important emotive - emotive language is language which arouses strong feelings euphemism - a polite word or expression that you use instead of a more direct one to avoid shocking or upsetting someone, e.g. Pass away is a euphemism for die evocative - making people remember something by producing a feeling or memory in them explicit - clearly or directly stated (as opposed to implicit) exposure - given the chance to experience new ideas, ways of life, cultures etc. falling action - refers to events that happen after the climax, where the tension has been released and the story moves towards its end. This is also known as the denouement generic - relating to a whole group of things rather than to one thing genre - a genre is a particular kind of text written with a specific purpose and audience in mind; it has a recognisable structure and language features. Examples are: novel, drama, poetry, short stories, film, diaries, journals, academic articles, comics, etc. homograph - a word that is spelled the same as another, but is different in meaning, origin, grammar, or pronunciation, e.g. the noun record is a homograph of the verb record homonym - a word which has both the same sound and spelling as another word but a different meaning, e.g. the noun bear and the verb to bear homophone - a word which sounds the same as another but is spelled differently and has a different meaning, e.g. one and won hyperbole- an exaggeration, e.g. to describe something so that it appears bigger than it really is, for example, He gave me a mountainous plate of food. icon - a small sign or picture on a page or computer screen that is used to indicate or start a particular operation or activity, e.g. To open a new file, click on the icon. impact - the effect or influence that an event, situation etc. has on someone or something implied- meaning that is suggested but not directly stated, e.g. “It’s ten o’clock” may imply that the other is late infer - to read between the lines to form an opinion about something inference - something that you think is true based on the information you have inflection- the way your voice goes up and down when you are speaking to communicate meaning inhibition - a feeling of shyness or embarrassment that stops you doing or saying what you really want 108

interpersonal communication skills - this is face-to-face language where the context helps speakers to make interpret meaning; Jim Cummins coined the term Basic Interpersonal Communication Skills (BICS) intonation - a pattern of rise and fall in the pitch of one’s voice which contributes to the meaning of sentences, e.g. questions are spoken with a rising intonation irony - something which is the opposite of what is expected; using words to mean the opposite of what is expected key word searches - these can be carried out when the text is on the internet or in the computer’s memory. The programme can be asked to search for specific words or phrases manipulative - clever at controlling or deceiving people to get what you want. Manipulative language is aimed at getting an influence or unfair advantage over others, e.g. in advertising or political speeches - a language (or terminology) used to talk about language, e.g. irony, hyperbole, alliteration metre - the arrangement of sounds in poetry into patterns of strong and weak beats. It creates rhythm mode - a method, way or manner in which something is presented; a way of communicating (e.g. the written mode, the spoken or oral mode, the visual mode (which includes graphic forms such as charts); information can be changed from one mode to another (e.g. by converting a graph into a passage). There are different modes of communication: the written mode, the spoken or oral mode, the visual mode, the kinetic mode which makes use of gestures; some texts combine these modes and are therefore called multimodaltexts modulation - to change the sound of your voice monitor - to watch and check a situation carefully in order to see how it changes over a period of time motion --a proposal that is made formally at a meeting which is then usually decided on by voting, e.g. The motion was defeated by 201 votes to 159. multimodal - multimodal texts are designed to make use of more than one mode of communication, e.g. sound, print, images and gestures onomatopoeia - words which sound like what they describe, e.g. a brush swishes, a cow moos pace - the speed at which something happens or is done perspective --a way of thinking about something, especially a way of thinking which is influenced by the type of person you are or by your experiences point of view - a particular way of thinking about or judging a situation, e.g. From an economic point of view, the new development will benefit the town greatly. Also someone’s personal opinion or attitude about something, e.g. I respect your point of view, but I’m not sure I agree with you. posture - the way you position your body when sitting or standing pull down menus - a list of things a computer program can do. You make a pull-down menu appear on the computer screen by clicking on a special word or icon. pun- a play on words, e.g. Seven days without water makes a person weak. radical - A radical, or component of a character, usually indicates its meaning rapport - friendly agreement and understanding between people, a cooperative relationship reflect - to think carefully about something, or to say something that you have been thinking about refrain - part of a song or poem that is repeated, especially at the end of each verse 109

register- the words, style and grammar used by speaker and writers in different contexts or situations, e.g. official documents are written in a bureaucratic register, legal documents are written in a legal register resolution - when a problem or difficult situation in a story, play or novel is solved rhetorical question - a question that is asked for emphasis or dramatic effect rather than to get an answer, e.g. Do you know how lucky you are? rhythm - a regular and repeated pattern of sounds, e.g. of strongly and weakly stressed syllables rising action - in the early part of a play, novel, story or film one or more conflicts are developed. Because of the increased sense of conflict the action is said to be ‘rising’ towards a climax. sarcasm- speaking or writing using expressions which clearly mean the opposite of what is felt in order to be unkind of offensive in an amusing way, e.g. saying to someone who has arrived at a meeting very late, So good of you to come. scan - to run one’s eyes over a text in order to find specific information, e.g. you scan a telephone directory for a name and number, or a timetable for the time of a train or bus skim - to read a text very quickly to get an overview, e.g. skim the newspaper headlines for the main news stage direction - a written instruction to an actor to do something in a play stereotype - a fixed (and often biased) view about what a particular type of person (e.g. a woman, a foreigner, a particular race group) is like strategies - a planned series of actions for achieving something symbol- something which stands for or represents something else, e.g. a dove is a symbol of peace synonym - a word which has the same meaning or nearly the same meaning as another word in the same language, e.g. big and large are synonyms in Mandarin. synthesise, synthesis - to draw together and combine information or ideas from a variety of sources; a synthesis is a clear and succinct summary of these combined ideas tempo (e.g. speech tempo) - the speed at which spoken words are delivered, e.g. in a speech or performance of a poem testimony - a formal statement saying that something is true, OR a fact or situation that proves very clearly that something exists or is true text type - text types are broad categories of texts defined by their purpose, structure and language features, e.g. recount, procedure, information report, narrative, explanation, discussion tone - tone is the emotional message of a text. In a written text it is achieved through words (e.g. neutral words to create an objective tone). In a film it could be created through music or the setting. turn-taking conventions - customs of behaviour and attitudes that people accept in order to cooperate and communicate understatement- a statement which is not strong enough to express the true or full facts or feelings, e.g. To say I am angry is the understatement of the year. visualise (visualising) - to form a picture of someone or something in your mind vivid - something that is particularly clear, bright, or seems very real voice projection - to enable listeners to hear clearly what you are saying; to “throw” your voice into an audience 110

word attack skills - strategies for working out the meaning of unfamiliar words by recognising parts of them, e.g. that rearrange suggests that the action is being repeated because of the prefix re word family - A group of words that share a common root, to which different prefixes and suffixes are added, e.g. agree - agreeable, agreement, disagree, disagreement 111