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CHINESE BACKGROUND LANGUAGE
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IMPORTANT INFORMATION,This syllabus is effective from 1 January 2018. Users of this syllabus are responsible for checking its currency. Syllabuses are formally reviewed by the School Curriculum and Standards Authority on a cyclical basis typically every five years. This document incorporates material from the Stage 6 Languages in Context Syllabuses Preliminary and HSC courses and the Languages in Context Syllabuses support document prepared by the. NSW Education Standards Authority for and on behalf of the Australasian Curriculum Assessment and Certification Authorities in collaboration with. Victorian Curriculum and Assessment Authority,SACE Board of South Australia. Queensland Studies Authority, School Curriculum and Standards Authority Western Australia. Northern Territory Board of Studies,Tasmanian Qualifications Authority. New Zealand Qualifications Authority,School Curriculum and Standards Authority 2018.
This document apart from any third party copyright material contained in it may be freely copied or communicated on an intranet for non commercial purposes in educational institutions provided. that the School Curriculum and Standards Authority is acknowledged as the copyright owner and that the Authority s moral rights are not infringed. Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the School Curriculum and Standards Authority. Copying or communication of any third party copyright material can be done only within the terms of the Copyright Act 1968 or with permission of the copyright owners. Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative Commons Attribution 4 0 International CC BY licence. 2014 11857v4,Rationale 1,Course outcomes 4,Organisation of content 5. Representation of the general capabilities 8, Representation of the cross curriculum priorities 9. Content 10,School based assessment 12,Grading 14,External examination 14. Practical oral examination design brief Year 12 15. Written examination design brief Year 12 15,Appendix 1 Grade descriptions Year 11 16. Appendix 2 Grade descriptions Year 12 18,Appendix 3 Grammatical items 20.
Appendix 4 Character list 23, The place of the Chinese culture and language in Australia and in the world. China s official language is Modern Standard Chinese or Putonghua the common or shared language in. Chinese The language is also referred to as Hanyu the spoken language of the Han people or Zhongwen. the written language of China In Taiwan it is more usually called Huayu Hwayu the spoken language of. people of Chinese ethnicity a term also used in Singapore A number of dialects remain in active use and. both forms of Chinese characters simplified and full form are regularly used in the media in education and. in environmental print advertisements shop signs Such diversity highlights the need for recognition of. spoken dialects and both writing systems in any Chinese language curriculum However the priority in. education should be Modern Standard Chinese and simplified characters as the internationally recognised. official form of Chinese, Communities of speakers beyond the geography of Greater China the mainland Hong Kong and Taiwan. can be found in almost every country of the world Many of these communities have a long tradition and are. well established in parts of South East Asia the Pacific coast of Canada and the USA and in Australia The. history of the Chinese community in Australia extends back to the mid 1800s and has been characterised by. rapid growth in numbers in the last few decades, The place of the Chinese language in Australian education. Chinese has been taught in Australian schools since the 1950s and experienced rapid growth in the 1980s as. China undertook a policy of open door and economic reform While Chinese has traditionally been taught. as a second language in schools recently there has been an increasing response to the needs and interests. of Australian born Chinese and overseas born Chinese speakers residing and attending school in Australia. Chinese is recognised as an important language for young Australians to have access to during their. schooling as Australia progresses towards a future of increased trade and engagement with Asia. The nature of Chinese language learning, English and Chinese have very different grammatical and vocabulary systems The Chinese spoken language. is characterised by a high number of homophones These homophones are tone syllables which are used to. represent more than one morpheme and each of which has its own particular Chinese character The range. of syllables in Chinese while limited in comparison to English does include some sounds unfamiliar to. English speakers Learning Chinese requires learning to interact orally supported by print materials in the. Pinyin Romanisation system and learning to read and write supported by texts and resources in Chinese. characters, Characters are logographs composed of a number of components organised into a particular sequence.
within a square parts of which are likely to suggest the sound and meaning of the whole character The. majority of characters are morpheme syllables each of which represents a syllable of sound and a unit of. meaning There are 3500 frequently used characters which are learned by native speaker children in primary. school in China These characters are composed of approximately 500 distinct components which are used. with varying degrees of frequency location and function An additional characteristic of Chinese writing is. the fact that texts in Chinese characters do not display word level spacing and texts may be written vertically. and read from right to left down the page, Chinese Background Language ATAR Year 11 and Year 12 syllabus. The character system has undergone significant evolution standardisation and simplification over time. There are two standard character sets of Chinese character systems simplified and traditional full form. Simplified character forms were created by decreasing the number of strokes and simplifying the forms of a. sizable proportion of traditional Chinese characters Simplified Chinese characters are officially used in the. People s Republic of China and Singapore while Traditional Chinese characters are currently used in Hong. Kong Macau and Republic of China Taiwan In recent times the need to create texts in Chinese in digital. format has resulted in an international effort to standardise character forms so that computer operating. systems internationally can generate and reproduce texts in Chinese in both simplified and traditional. characters In contemporary overseas Chinese media texts are commonly in either simplified or traditional. characters reflecting the diverse histories and preferences of these communities Consequently some. knowledge or awareness of both systems is an advantage to both Chinese speakers and Chinese learners. Different systems have been developed to reproduce the sounds of the Chinese language using the Roman. alphabet to assist learners who are already familiar with the Roman alphabet Today the Pinyin system is. recognised internationally as the principal means of representing the sounds of Chinese in alphabetic form. It plays an important role in oral language development and a supplementary role in developing skills in. reading and writing Pinyin assists students to learn and record the sounds of Chinese to access words via. their sounds in bilingual dictionaries and as an efficient means of text input when creating texts in. characters using digital media It is important to note that Pinyin is limited in its readability and is. considered a tool for learning rather than a valid alternative to written expression in characters. The diversity of learners of Chinese, Chinese language programs in Australian schools are offered to a range of learners Many are monolingual. English speakers for whom this represents a first experience of learning a second language Many others. have existing connections with Chinese either directly as background speakers of Chinese or as second or. third generation Chinese Australians or through professional personal or other forms of cultural. connection,The WACE Chinese courses, In Western Australia there are four Chinese courses The courses are differentiated each focusing on a. pathway that will meet the specific language learning needs of a particular group of senior secondary. students Within each of these groups there are differences in proficiency in using the Chinese language and. cultural systems,The following courses are available. Chinese Second Language ATAR,Chinese Second Language General.
Chinese Background Language ATAR adapted from the NSW Education Standards Authority NESA. course for Chinese in Context, Chinese First Language ATAR adapted from the NESA course for Chinese and Literature. Chinese Background Language ATAR Year 11 and Year 12 syllabus. The Chinese Background Language ATAR course, The Chinese Background Language ATAR is adapted from the NESA course for Chinese in Context This. course focuses on building on and further developing a student s language capability through engagement. with Chinese speaking communities locally and overseas and through the study of contemporary texts. topics and issues It enables students to strengthen their personal connections to the Chinese culture and. language and enhances the development of their bilingual competence and bicultural identity. This course is aimed at students who have typically been brought up in a home where Chinese is used and. they have a connection to that culture These students have some degree of understanding and knowledge. of Chinese They have received all or most of their formal education in schools where English or a language. other than Chinese is the medium of instruction Students may have undertaken some study of Chinese in a. community primary and or secondary school in Australia Students may have had formal education in a. school where Chinese is the medium of instruction and may have spent some time in a country where it is a. medium of communication, The language to be studied and assessed is the Modern Standard Chinese also known as Mandarin and. includes formal and informal usage, For information on the Chinese Second Language General the Chinese Second Language ATAR and. Chinese First Language ATAR courses refer to the course page on the Authority website at. www scsa wa edu au,Application for enrolment in a language course.
All students wishing to study a Western Australian Certificate of Education WACE language course are. required to complete an application for permission to enrol in a WACE language course in the year prior to. first enrolment in the course to ensure that students select the course best suited to their linguistic. background and educational needs Information about the process including an application form is sent to. schools at the end of Term 2, Further guidance and advice related to enrolments in a language course can be found on the Authority. website at www scsa wa edu au, Chinese Background Language ATAR Year 11 and Year 12 syllabus. Course outcomes, The Chinese Background Language ATAR course is designed to facilitate achievement of the following. outcomes These outcomes represent the knowledge skills and understanding that students will achieve by. the end of the course, Outcome 1 Interact with others to exchange meaning in spoken Chinese applying. knowledge and understanding of the relationships between language culture and identity. In achieving this outcome students,use strategies to maintain communication.
exchange information and justify opinions and ideas. express personal opinions emotions and feelings, present information and ideas appropriate to context purpose and audience. recognise and use language appropriate to different cultural contexts. develop bilingual and bicultural identity through interacting with others. Outcome 2 Create texts to express meaning in written Chinese demonstrating knowledge. and understanding of the relationships between language culture and identity. In achieving this outcome students,sequence and structure information and ideas. use appropriate linguistic features and structures to convey information ideas emotions and opinions. create texts in a variety of forms appropriate to a range of contexts purposes and audiences. apply knowledge of cultural concepts and perspectives to the creation of texts. express ideas and opinions from a bilingual and bicultural perspective. Outcome 3 Analyse spoken and written texts in Chinese to interpret meaning examining. and reflecting on relationships between language culture and identity. In achieving this outcome students,summarise information and ideas from texts. synthesise information and ideas from texts, infer points of view opinions and attitudes expressed in texts. respond to texts personally and critically, analyse the way in which culture and identity are expressed through language.
reflect on own and others practices and ideas expressed in texts. Chinese Background Language ATAR Year 11 and Year 12 syllabus. Organisation of content, This syllabus presents the content and expectations for both Year 11 and Year 12 for this course While the. core content applies to both years it is expected that the cognitive complexity of the content increases from. Year 11 to Year 12,The course content is organised into four areas. Issues perspectives contexts and texts,Linguistic resources. Intercultural understandings,Language learning and communication strategies. These content areas should not be considered in isolation but rather holistically as content areas that. complement one another and that are interrelated and interdependent The course focuses on the study of. language through themes and contemporary issues which are studied through a range of texts For Year 12. texts are prescribed, Note unless specified the following content is relevant for both Year 11 and Year 12.
Issues perspectives contexts and texts, Through the study of the issues Young people and their relationships Traditions and values in a. contemporary society The changing nature of work The individual as a global citizen and Chinese identity. in the international context students develop the ability to reflect on and respond to aspects of the. language and culture of Chinese speaking communities locally regionally and globally. Perspectives, Each issue is studied through one or more of the following perspectives Personal individual identity. Community connections with Chinese speaking communities locally regionally and worldwide and. International connections with the world as a global citizen This provides students with opportunities to. understand how language is created for particular purposes and how it can be understood differently by. different audiences In responding to texts through discussion interaction inquiry and reflection students. develop their own understanding of the issues As a result students develop the ability to express in speech. and in writing their own insights and reflections and compare them with those of others. Contexts and texts, The way language is used and its interpretation vary according to contexts of language use The contexts for. this course are Social and Community Settings such as home family school workplace the Internet. Contemporary Literature and the Arts and Media such as television newspapers radio the Internet. These contexts provide settings within which students can explore and convey personal understanding in. relation to the issues, The term text refers to any form of communication spoken written or visual Students are made aware of. the defining characteristics of different texts Texts drawn from the contexts will provide students with a. range of authentic examples of how language is used. Chinese Background Language ATAR Year 11 and Year 12 syllabus. Students are required to engage with a range of authentic texts in Chinese either in their original or adapted. form relevant to the content of the course While this course focuses on simplified characters in the written. form it does not preclude the use of resources texts written in full form complex characters English. language texts may also provide opportunities to engage with the course content. Students should be provided with opportunities to study each issue through one or more of the perspectives. and through texts drawn from one or more of the contexts This is to ensure that all the perspectives and. contexts are covered in a balanced way,Personal investigation Year 12 only.
Students come to the Chinese Background Language ATAR course with a variety of levels of language. experience and a wide range of aspirations The personal investigation allows students to reflect on their. own learning and their own personal and cultural identity by making links with their heritage The personal. investigation allows students to further build upon the language skills and intercultural understandings. developed through the course content, Students choose their area of interest from one of the issues specified in the course focusing their. investigation through one or more of the perspectives Texts form the basis of this study and could include. for example films newspaper articles songs documentaries short stories extended interviews extracts. from works of fiction and non fiction electronic texts or oral histories either in their original form or. adapted Appropriate texts in English could also be included but should be a limited aspect of the research. Texts may be drawn from one two or all three of the contexts depending on the nature of the investigation. and the availability of suitable research material. In order for students to be able to explore their area of personal interest in depth a range of different texts. in Chinese are to be selected Teachers will support and guide students in their choice of texts and in their. research The number of texts depends on their nature and should allow students to explore their chosen. area of investigation in sufficient depth to meet the outcomes of the course. As evidence of their research students are required to provide a personal interpretation as well as. demonstrate knowledge of their area of interest, Students are required to develop familiarity with the content of their personal investigation such that they. are able to provide a brief written summary and participate in an oral interview. The personal investigation is aimed at students developing skills and knowledge to enable them to. use their personal understanding and experiences to examine topics of personal interest. summarise and synthesise information from a variety of sources and forms such as oral print visual and. multimodal texts, evaluate information for appropriateness and relevance. organise information and ideas in a presentation for a particular context purpose and audience. use strategies developed during the course to find resources and build on vocabulary and language. structures, make connections between their own values beliefs ideas and experiences and those of others. represented in texts, reflect on ways in which texts inform their own understanding of or perspectives on issues.
appraise their own effective communication skills and those of others. Chinese Background Language ATAR Year 11 and Year 12 syllabus. use a variety of modes of presentation to convey personal opinions and ideas. The personal investigation is the basis for the oral component of the external examination at the end of. Linguistic resources, Linguistic resources are the specific elements of language that are necessary for communication Acquiring. linguistic resources allows for the development of knowledge skills and understandings relevant to the. vocabulary characters grammar and sound and writing systems of Chinese. In the Chinese Background Language ATAR course students deepen their knowledge and understanding of. the structure of Chinese Students will need to use Chinese at a sophisticated level with a wide range of. vocabulary and idiom and a depth and breadth of language use particularly to accommodate the language. necessary for communication within and about the issues perspectives and contexts. Intercultural understandings, Intercultural understandings involve developing knowledge awareness and understanding to communicate. and interact effectively across languages and cultures Students with a background in Chinese language. and or culture already have experience of negotiating between that culture and language and their. Australian cultural identity The Chinese Background Language ATAR course provides opportunities for. these students to reflect and analyse cultural practices and norms in an ongoing process of interpretation. self reflection comparison and negotiation and to learn more about better understand and eventually. move between their cultures and languages,Language learning and communication strategies. Language learning and communication strategies are processes techniques and skills relevant to. supporting learning and the acquisition of language. making meaning from texts,producing texts,engaging in spoken interaction. These strategies support and enhance the development of literacy skills and enable further development of. cognitive skills through thinking critically and analytically solving problems and making connections. Students should be taught these strategies explicitly and be provided with opportunities to practise them. Chinese Background Language ATAR Year 11 and Year 12 syllabus. Representation of the general capabilities, The general capabilities encompass the knowledge skills behaviours and dispositions that will assist.
students to live and work successfully in the twenty first century Teachers may find opportunities to. incorporate the capabilities into the teaching and learning program for Chinese Background Language ATAR. course The general capabilities are not assessed unless they are identified within the specified unit content. For language learners literacy involves skills and knowledge that need guidance time and support to. These skills include, developing an ability to decode and encode from sound to written systems. mastering of grammatical orthographic and textual conventions. developing semantic pragmatic and critical literacy skills. For learners of Chinese literacy development in Chinese also extends literacy development in English. Learning languages affords opportunities for learners to develop use and understand patterns order and. relationships to reinforce concepts such as number time and space in their own and in different cultural. and linguistic systems, Information and communication technology capability. Information and communication technology ICT extends the boundaries of the classroom and provides. opportunities to develop information technology capabilities as well as linguistic and cultural knowledge. Critical and creative thinking, As students learn to interact with people from diverse backgrounds and as they explore and reflect critically. they learn to notice connect compare and analyse aspects of Chinese language and culture As a result. they develop critical thinking skills as well as analytical and problem solving skills. Personal and social capability, Learning to interact in a collaborative and respectful manner is a key element of personal and social. competence Recognising that people view and experience the world in different ways is an essential aspect. of learning another language,Ethical understanding.
In learning a language students learn to acknowledge and value difference in their interactions with others. and to develop respect for diverse ways of perceiving the world Intercultural understanding. Intercultural understanding, Learning a language involves working with and moving between languages and cultures This movement. between languages and cultures is what makes the experience intercultural Intercultural understanding is. one of the four content areas of this course, Chinese Background Language ATAR Year 11 and Year 12 syllabus. Representation of the cross curriculum priorities, The cross curriculum priorities address contemporary issues which students face in a globalised world. Teachers may find opportunities to incorporate the priorities into the teaching and learning program for. Chinese Background Language ATAR course The cross curriculum priorities are not assessed unless they are. identified within the specified unit content, Aboriginal and Torres Strait Islander histories and cultures. Learning Chinese provides opportunities to develop an understanding of concepts related to language and. culture in general and make intercultural comparisons across languages including Aboriginal and. Torres Strait Islander languages,Asia and Australia s engagement with Asia.
In learning Chinese students develop capabilities to engage with the language and cultures of. Chinese speaking communities and of people of Chinese heritage within Australia and other Chinese. communities in the world,Sustainability, In learning Chinese students may engage with a range of texts and concepts related to sustainability. the environment,conservation,social and political change. how language and culture evolve, Chinese Background Language ATAR Year 11 and Year 12 syllabus. Unless specified the following content is relevant to both Year 11 and Year 12 While it is expected that over. Year 11 and Year 12 students will cover all of the required content the exact sequencing and timing of. delivery is a school decision It is also expected that treatment of the content and the outcomes expected. of students will increase in cognitive complexity from Year 11 to Year 12. Issues perspectives contexts and texts, The following issues perspectives contexts and texts are prescribed for both Year 11 and Year 12. Issues and perspectives,Issues Perspectives,Young people and their relationships.
Students will consider their relationships with family their connections with. friends and the influence of international popular youth culture on young. Traditions and values in a contemporary society, Students will consider how the traditions and values of Chinese speaking Personal individual identity. communities are maintained in multicultural environments and in a changing. Community connections with, The changing nature of work Chinese speaking communities. Students will consider how advances in communication technologies and locally regionally and worldwide. changes in expectations and aspirations affect future study and employment. The individual as a global citizen International connections with the. Students will consider a range of global issues such as environmental world as a global citizen. concerns and the impact of global events on individuals and society. Chinese identity in the international context, Students will consider the place of Chinese speaking communities in the. world including migration experiences both locally and internationally. Chinese Background Language ATAR Year 11 and Year 12 syllabus. Contexts and texts, The way language is used and its interpretation vary according to contexts of language use The contexts. specified in this course also provide parameters from which to select texts which provide students with a. range of authentic examples of how language is used It is necessary for students to engage with a range of. authentic texts in Chinese either in their original or adapted form relevant to the content of the course The. following table shows texts aligned to the contexts In school based assessment and the external. examination students may be expected to produce and or respond to the text types listed below. Contexts Texts suggested alignment to contexts, Social and Community Settings such as advertisement interview.
home family school workplace the announcement journal entry. Internet application letter,blog posting narrative account. commentary personal profile,description,Contemporary Literature and the Arts essay poem. film or TV program excerpts review,novel or play extracts short story. Media such as television newspapers article recount. radio the Internet commentary report,discussion review. interview speech talk scripted,Linguistic resources.
Grammar and characters, Refer to Appendix 3 for the grammatical items and Appendix 4 for the list of characters that students are. expected to recognise and use,Intercultural understandings. The issues perspectives contexts and texts and the linguistic resources for the course should provide. students with opportunities to further develop their linguistic and intercultural competence and enable. them to reflect on the ways in which culture influences communication. Language learning and communication strategies, Language learning and communication strategies will depend upon the needs of the students and the. learning experiences and or communication activities taking place. Dictionaries, Students should be encouraged to use dictionaries It is expected that teachers will assist students to. develop the necessary skills and confidence to use dictionaries effectively Students are able to use. monolingual and or bilingual print dictionaries and or character dictionaries in the written examination. Chinese Background Language ATAR Year 11 and Year 12 syllabus.


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