CHINESE LANGUAGE ARTS KINDERGARTEN TO GRADE 9
CHINESE LANGUAGE ARTSKINDERGARTEN TOGRADE 9INTRODUCTIONChinese1 language arts is an integral part ofChinese bilingual programming. The ChineseLanguage Arts Kindergarten to Grade 9 Programof Studies reflects the breadth of Chinese bilingualprogramming by providing outcomes for learninglanguage and for learning about culture.However, Chinese bilingual programming as awhole includes many other learning experiencesof which language and culture are only a part. Inaddition to Chinese language arts and Englishlanguage arts, Chinese bilingual programming alsoincludes various other subject-area experiences.The following conceptual map illustrates therelationship among these components.BILINGUAL PROGRAMMINGOVERVIEWBilingual programming is complex andmultifaceted. It provides a rich environment forthe learning of languages, cultures and subjectarea content.Bilingual education strives toprovide intensive language learning environments,with the potential for high academic achievementand enriched cultural experiences that maximizestudent opportunities for learning.Effective bilingual learning environments arethose in which: CULTURE ENGLISHLANGUAGECULTURE CHINESEGENERAL LANGUAGELANGUAGESUBJECT-AREAEXPERIENCESthe individual and collective needs of studentsare metthere is a supportive climate that encouragesrisk taking and choicediversity in learning styles is accommodatedconnections to prior knowledge andexperiences are madethere is exposure to a wide range of excellentmodels of authentic languageuse of the target language is emphasizedquality oral, print, visual and multimediaresources are available and applied in asupportive, meaningful and purposefulmanner.CULTURE1. Chinese is also commonly referred to as Guoyu, Hanyu, Huayu, Mandarin, Putonghua or Zhongwen. Alberta Education, Alberta, CanadaChinese Language Arts (K–9) /1(2006)
RATIONALE FOR CHINESEBILINGUAL PROGRAMMING ANDCHINESE LANGUAGE ARTSChinese bilingual programming contributesto personal developmentChinese bilingual programming establishes anenvironment in which both English and Chineseare used and needed constantly for purposes ofcommunication,personalsatisfaction andlearning. Students have numerous opportunitiesto learn and use language in meaningful,purposeful ways to meet their needs, interests andabilities. The Chinese language is used to exploreideas and experiences, to construct meaning and tocommunicate understanding. Effective languageacquisition occurs through the integrated deliveryof subject-area content, language instruction andcultural information, while fostering in students apositive attitude toward themselves and others.Chinese language learning is a lifelongendeavourLanguage learning is an active process that beginsat birth and continues throughout life. Languageis acquired at various rates throughout a learner’sstages of growth. Students enhance their languageabilities by applying their knowledge of languagein new and more complex contexts with increasingsophistication. They reflect on and use priorknowledge to extend and enhance their languageknowledge and understanding. The learningenvironment, supportive of the learner andencouraging the learner to take risks, recognizesthat errors are an integral part of the languagelearning process. By learning, experimenting withand applying new language structures andvocabulary in a variety of contexts, studentsdevelop language proficiency.Chinese bilingual language learning fosterscross-language competenceMost children develop a strong repertoire oflanguage skills in their first language in preschoolyears. Many of these skills are transferable to newlanguage learning. Similarly, in acquiring a newlanguage, students develop new language learning2/ Chinese Language Arts (K–9)(2006)skills that can then be applied to their firstlanguage. In this way, continuous concurrentdevelopment of first and second language skills,or skills in additional languages, is nities for proficiency and skilldevelopment in these languages are maximized.Chinese bilingual language learningenhances all communication skillsThe development of communication skills is vitalto Chinese bilingual programming. Achievementin the six skill areas of listening, speaking,reading, writing, viewing and representingcontributes to the development of effectivecommunicators. These skills are interrelated andinterdependent; facility in one strengthens andsupports the others. Proficiency in these languageskills involves the development of comprehensionand language production. The Chinese LanguageArts Kindergarten to Grade 9 Program of Studiesis designed to promote the development oflanguage skills for a wide range of purposes, in awide range of contexts, at increasing levels offluency.Chinese bilingualdevelops throughapproachlanguage learningthe communicativeThe communicative approach in second languageinstruction emphasizes the importance ofcommunicating a message.Learners requiresupport as they strive to express and understandthoughts, ideas and feelings in two languages.The accuracy of language, oral or on, is secondary to communicatingthe message.The communicative approachacknowledges the important relationship betweenaccuracy and effective communication, but placesslightly less emphasis on accuracy and form.Chinese bilingual languagepromotes the acquisition ofstrategieslearninglearningLanguage acquisition in Chinese bilingualprogramming is effectively supported by Alberta Education, Alberta, Canada
providing students with explicit instruction inlanguage learning strategies, language usestrategies and general learning strategies. TheChinese Language Arts Kindergarten to Grade 9Program of Studies, therefore, provides a varietyof learning outcomes at all levels that promote thedevelopment of strategic competencies applicableto many learning circumstances.Chinese bilingual programming promotesintracultural and intercultural awarenessLanguage and culture are intensely intertwined.Language is a primary means by which culturalinformation is transmitted; culture influenceslinguistic form and content. Students in Chinesebilingual programming bring to their program arange of cultural backgrounds and experiences.The Chinese Language Arts Kindergarten toGrade 9 Program of Studies providesopportunities and support for students to exploretheir own cultural backgrounds, experiences andidentities, as well as those of members of theschool community, the local community and othercommunities of the world. The Culture section ofthis program of studies examines the dynamicnature of Chinese culture through the variousperspectives of history, contemporary life,diversity and change.It also providesopportunities for the exploration of similaritiesand differences among and within world cultures.A SPIRAL PROGRESSIONLanguage learning is integrative, not merelycumulative. Each new element that is added mustbe integrated into the whole of what has gonebefore. The model that best represents thestudents’ language learning progress is anexpanding spiral. Student progression is not onlyvertical (e.g., increased proficiency), but alsohorizontal (e.g., broader range of applications andexperience with more text forms, contexts and soon). The spiral also represents how languagelearning activities are best structured. Particularvocabulary expressions, learning strategies orcultural skills and knowledge, for example, arerevisited at different points in the Chineselanguage arts program, but from a differentperspective, in broader contexts or at a slightlyhigher level of proficiency each time. Learning isreinforced, extended and broadened with eachsuccessive pass.Grade 12Grade 6Chinese bilingual programming developsglobal citizenship skillsEffective participation in the global nication, interpersonal and team skills, andstrong knowledge and understanding of cultures.Chinese bilingual programming provides a richenvironment for the development of essentialknowledge, skills and attitudes that promote thedevelopment of effective global citizens andenhance the economic and career potential ofstudents.The Chinese Language ArtsKindergarten to Grade 9 Program of Studiessupports the intellectual, social, emotional,creative, linguistic and cultural development ofstudents in Chinese bilingual programming. Alberta Education, Alberta, CanadaKindergartenPURPOSE OF THE PROGRAM OFSTUDIESThe Chinese Language Arts Kindergarten toGrade 9 Program of Studies provides aprogressionofspecific outcomes fromKindergarten to Grade 9.Most often, theoutcomes reflect a progression of developmentintended to match the developmental stages ofstudents. The specific outcomes for each gradereflect the knowledge, skills and attitudes thatChinese Language Arts (K–9) /3(2006)
students are expected to achieve by the end of thegrade. Students are expected to demonstrate thespecific outcomes for the current grade and buildupon their prior knowledge and skills fromprevious grades.The general outcomes in the General LanguageComponent, with only minor revisions, mirrorthose in the English Language Arts Framework,but the specific outcomes have been adapted andrefined more extensively for delivery in Chinese.The outcomes presented are designed to representthe progression of knowledge, skills and attitudesexpected of students who have had no priorexposure to Chinese upon entry into Kindergarten.Nevertheless, students with prior exposure toChinese can equally be challenged within thisprogram.The Specific Language Component provides thedetailed linguistic elements of Chinese,descriptors of language competence for eachgrade, and outcomes to support sociocultural/sociolinguistic and strategic learning.The general and specific outcomes established inthis program of studies are intended to bedelivered in an integrated manner.PROGRAM OVERVIEWFor ease of use, the Chinese Language ArtsKindergarten to Grade 9 Program of Studies isdivided into two sections: Language Arts General Language Component Specific Language ComponentCultureIt is important that the sections be implemented inan integrated manner.Language ArtsThe Language Arts section of this program ofstudies reflects an integrated, interdependentapproach to language learning within a bilingualprogramming context. Chinese language artsincludes a General Language Component and aSpecific Language Component.The General Language Component parallels TheCommon Curriculum Framework for EnglishLanguage Arts, Kindergarten to Grade 12:Western Canadian Protocol for Collaboration inBasic Education, 1998. In this manner, bothEnglish language instruction and Chineselanguage instruction support the development ofcommon language knowledge, skills and attitudes.4/ Chinese Language Arts (K–9)(2006)The Specific Language Component outlines thelinguistic elements that students will need in orderto use the Chinese language, while the GeneralLanguage Component provides the context andpurpose for using the language, and outlines theknowledge, skills and attitudes that students are todevelop.The two components should bedeveloped concurrently, so that the language beinglearned is the language that students will need andbe able to apply.CultureThe Culture section fosters the development ofessential knowledge, skills and attitudes related toself, the Chinese language and culture, thecommunity and the world.General OutcomesThe general outcomes are broad statements thatform the basis of this program of studies. Eachgeneral outcome outlines the key learnings thateach section of the program is designed tosupport. The general outcomes describe thecommon goals that all students in the ChineseLanguage Arts Kindergarten to Grade 9 learningsequence are expected to achieve.Chinese bilingual programming is designed topromote all-round personal development byfostering social, emotional, moral, intellectual andcreative growth. To support this growth anddevelopment, the Chinese Language ArtsKindergarten to Grade 9 program is built upon thefollowing seven general outcomes. Alberta Education, Alberta, Canada
Language Arts: General Language ComponentSpecific OutcomesGeneral Outcome 1Students will listen, speak, read, write, view andrepresent in Chinese to explore thoughts, ideas,feelings and experiences.Each general outcome includes specific outcomesthat students are to achieve by the end of eachgrade. Specific outcomes are grouped undercluster headings within each of the seven generaloutcomes.The specific outcomes are furthercategorized by strands identified in the leftmargin. Grade-specific descriptions are thenprovided for each specific outcome at each gradelevel. A specific strand supporting a generaloutcome is developed over three consecutivepages, according to the main grade divisions:Kindergarten to Grade 3, Grade 4 to Grade 6, andGrade 7 to Grade 9.General Outcome 2Students will listen, speak, read, write, view andrepresent in Chinese to comprehend and respondpersonally and critically to oral, print, visual andmultimedia texts.General Outcome 3Students will listen, speak, read, write, view andrepresent in Chinese to manage ideas andinformation.General Outcome 4Students will listen, speak, read, write, view andrepresent in Chinese to enhance the clarity andartistry of communication.General Outcome 5Students will listen, speak, read, write, view andrepresent in Chinese to celebrate and buildcommunity.It is strongly recommended when addressing anyspecific outcome in this program of studies thatthe specific outcomes prior to and following thegiven outcome and grade level be consulted for aclearer understanding as to context and intendeddevelopmental sequence. Similarly, any givenspecific outcome must be understood withreference to the strand and general outcomecategories.Language Arts: Specific Language ComponentGeneral Outcome 6Students will acquire Chinese to understand andappreciate languages and use the Chineselanguage confidently and competently in a varietyof situations for communication, personalsatisfaction and further learning.CultureGeneral Outcome 7Students will explore, understand, appreciate andvalue Chinese culture in Canada and the world forpersonal growth, enrichment and satisfaction andfor participating in, and contributing to, aninterdependent and multicultural global society. Alberta Education, Alberta, CanadaChinese Language Arts (K–9) /5(2006)
Guide to Reading the Program of StudiesGeneral Outcome 4Students will listen, speak, read, write, view and represent in Chinese to enhancethe clarity and artistry of communication.cluster headingfor specificoutcomes4.1Generate and FocusKindergartenGrade 1Grade 2Grade 3share ordemonstrateideas frompersonalexperiences1.contribute ideasfrom personalexperiences fororal, print andvisual texts1.generate andcontribute ideason particulartopics for oral,print and visualtexts1.generate andcontribute ideason particulartopics for oral,print and visualtexts2.participate inshared oral,print, visualandmultimediaexperiences2.share ideas andexperiences byusing simpleforms in theclassroomcontext2.share ideas andexperiences byusing variousforms forparticularaudiences2.use a variety offorms forparticularaudiences andpurposes3.recognize thatideasexpressed inoral languagecan berepresentedand recorded3.organize visualsand familiarprint to expressideas and tellstories3.organize visualsand print toexpress ideas andtell stories3.order ideas tocreate abeginning,middle and endin their own oral,print and read each page vertically for outcomes expectedat the end of each gradeStudents will be able to:strand headings forspecific outcomesspecific outcome statements for each grade6/ Chinese Language Arts (K–9)(2006)read each page horizontally for developmental flow ofoutcomes from grade to grade Alberta Education, Alberta, Canada
LANGUAGE ARTSGeneral Language ComponentThe General Language Component has beenstructured and developed similarly to TheCommon Curriculum Framework for EnglishLanguage Arts, Kindergarten to Grade 12:Western Canadian Protocol for Collaborationin Basic Education, 1998, but it has beenadapted for delivery in Chinese. The GeneralLanguage Component provides the context andpurpose for the development and use ofChinese.General Outcome 3Students will listen, speak, read, write, view andrepresent in Chinese to manage ideas andinformation.General Outcome 4Students will listen, speak, read, write, view andrepresent in Chinese to enhance the clarity andartistry of communication.General Outcome 5Students will listen, speak, read, write, view andrepresent in Chinese to celebrate and buildcommunity.The commonalities with the English LanguageArts Framework facilitate an integrated,contextualized approach to language learning.They also establish the essential languagelearnings that are common to both Englishlanguage programming and Chinese languageprogramming, supporting and promoting acollaborative and integrated approach tolanguage instruction.The specific outcomes established for eachgrade level reflect achievement expectations tobe demonstrated in the Chinese language.General OutcomesThe following five general outcomes outline thekey learnings that the General LanguageComponent is designed to support.General Outcome 1Students will listen, speak, read, write, view andrepresent in Chinese to explore thoughts, ideas,feelings and experiences.General Outcome 2Students will listen, speak, read, write, view andrepresent in Chinese to comprehend and respondpersonally and critically to oral, print, visual andmultimedia texts.Language Arts: General Language Component Alberta Education, Alberta, CanadaChinese Language Arts (K–9) /7(2006)
8/ Chinese Language Arts (K–9) Alberta Education, Alberta, Canada
General Outcome 1Students will listen, speak, read, write, view and represent in Chinese to explore thoughts,ideas, feelings and experiences.1.1Discover and ExploreKindergartenGrade 1Grade 2Grade 3Students will be able to:participate in arange ofexperiences1.express personalexperiences andfamiliar events1.make and talkabout personalobservations1.describe personalobservations,experiences andfeelings2.participate in arange ofexperiences andrepresent theseexperiences2.listen to andacknowledgeexperiences andfeelings shared byothers2.ask for others’ideas andobservations tohelp discover andexplore personalunderstanding2.consider others’ideas, andobservations ofothers, to discoverand explorepersonalunderstanding3.use a variety offorms to exploreand expressfamiliar events,ideas andinformation3.use a variety offorms to exploreand expressfamiliar events,ideas andinformation3.use a variety offorms to organizeand give meaningto familiarexperiences, ideasand information3.experiment withlanguage toexpress feelingsand talk aboutmemorableexperiences andevents4.demonstrateenjoyment of anoral, print, visualor multimedia text4.expresspreferences for avariety of oral,print, visual andmultimedia texts4.explain why anoral, print, visualor multimedia textis a personalfavourite4.collect and sharefavourite oral,print, visual andmultimedia texts5.participate inteacher-led groupreading and writingactivities anddemonstratereading and writingbehaviours5.participate inreading and writingactivities5.choose to read andwrite5.develop a sense ofthemselves asreaders, writersand illustratorsset goalsexpresspreferencesexperimentwith language andformsconsiderothers’ ideasexpressideas1.Language Arts: General Language Component Alberta Education, Alberta, CanadaChinese Language Arts (K–9) /9(2006)
General Outcome 1Students will listen, speak, read, write, view and represent in Chinese to explore thoughts,ideas, feelings and experiences.1.1Discover and ExploreGrade 4Grade 5Grade 6Students will be able to:describe and reflect uponpersonal observations andexperiences to reachtentative conclusions1.use pers
Chinese Language Arts (K–9) /1 Alberta Education, Alberta, Canada (2006) INTRODUCTION Chinese1 language arts is an integral part of Chinese bilingual programming. The Chinese Language Arts Kindergarten to Grade 9 Program of Studies reflects the breadth of Chinese bilingual programming by providing outcomes for learning
Google Pinyin Input (for typing Chinese characters on your phone) Learn Mandarin Chinese HSK Words - LingoDeer (for Chinese vocabulary) . Yoyo Chinese (for vocabulary, grammar, and cultural lessons) Chinese Buddy (for vocabulary, songs in Chinese) COURSE CALENDAR: Week Content (NB: lessons 1-7 were covered in Chinese 1A & Chinese 1B) 1 .
LEARN CHINESE WITH ASSIMIL: WITH EASE SERIES Chinese With Ease volume 1 Chinese With Ease volume 2 Writing Chinese With Ease PHRASEBOOK SERIES Chinese phrasebook WORKBOOK SERIES Chinese workbook st 0 s Chinese The basics 9.90 ISBN: 978-2-7005-0765-2 www.assimil.com Chinese: The basics 9:HS
Introduction to the 1. Learn how to Introduction to Introduction to the Chinese Language pronounce Chinese. Mandarin Chinese Chinese Writing System 2. Understand the basics pronunciation of the Chinese writing Computer Input in Chinese system. 3. Begin typing Chinese on a computer. Lesson 1 1. Say and respond to 1.
the standard test for Chinese students who want to be broadcasters through radio or hosts on TV shows as their future career. However, among all the tests of the Chinese language for the situation of non-Chinese people studying Chinese language, the data from Advanced Placement (AP) Chinese Language and Culture can be considered as a convincing .
benefit from starting a kindergarten program later. Where can I get advice on the best time to start kindergarten? If you are unsure about the best time for your child to start a kindergarten program, ask a kindergarten educator for advice. Find out how the kindergarten program can support your child. Meet with the principal or a teacher at the
STANDARDS CROSSWALK FOR English Language Arts - Kindergarten DRAFT Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts & Literacy 1 . Reading Standards for Literature - Kindergarten . CCR Anchor Standards Grade-Specific Standard Missouri GLE Alignment Explanation Key Ideas and Details . 1. RL.K.1
Subsequently, a draft German Language Arts Program of Study (Kindergarten to Grade 12) was developed for use in Edmonton Public Schools. That document was the basis for the development of this document, Kindergarten to Senior 4 German Language Arts: Manitoba Curriculum Framework of Outcomes, which has
pengantar anatomi dan fisiologi ami rachmi 15 juli 2011 doc.ami.prodi tw.2011. peraturan 1. toleransi waktu 10 menit 2. hp vibrasi 3. tidak makan dan minum 4. pakaian rapih, sopan, tidak memakai sandal 5. bila tidak hadir memberitahu langsung dosen, surat doc.ami.prodi tw.2011. anatomi berasal dari bahasa latin yaitu, * ana : bagian, memisahkan * tomi (tomie) : iris/ potong anatomi adalah ilmu .
