Content description Task preparation Prior learning Assessment differentiation Assessment task Assessment conditions Resources exploring and applying

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1 Sample assessment task Year level 8 Learning area Subject Title of task Task details Description of task Type of assessment Purpose of assessment Assessment strategy Evidence to be collected Suggested time Content description Content from the Western Australian Curriculum Languages Chinese: Second Language 中西方节日 Zhōng xīfāng jiérì (Festivals) Students demonstrate their knowledge and understanding of vocabulary, language structures and grammatical items related to special occasions, namely Chinese New Year and Christmas. They also demonstrate their skills in comprehending spoken text and conveying it through responses to questions about the texts related to celebrations of Chinese New Year and Christmas. Summative This assessment aims to determine student learning at the time of the assessment. It establishes information on the students ability to comprehend spoken texts, accessing, summarising and analysing relevant information and opinions in the texts. Short response listen for information is spoken texts Completed task sheet 40 minutes Communicating Compare opinions on and attitudes towards different cultures such as 你是哪国人?; 你喜欢学习汉语吗? Access, summarise and share information and opinions from a range of spoken texts related to personal and social worlds and present them in different formats for the intended audience Understanding Extend knowledge of context-related vocabulary and identify and apply features of grammar to organise, sequence and connect ideas in spoken and written texts, including: exploring the use of diverse time expressions and ways to sequence events in time and applying in own language use, for example, 先... 然后 ; 一... 就...;... 了 ; 就...; 才 ; 第一 ; 然后 comparing and applying the functions of prepositions and discussing the importance of context when determining their meaning in texts, for example, 跟, 对, 给 2016/2320v5 [PDF 2018/29436] Languages Chinese: Second Language Year 8 1

2 Content description Task preparation Prior learning Assessment differentiation Assessment task Assessment conditions Resources exploring and applying the use of conjunctions to sequence and connect ideas when constructing texts, for example, 不但... 而且...; 虽然... 但是... using different ways to negate ideas depending on degree of formality or emphasis, for example, 我不是...; 我哪儿有...?; 我没有办法...; 我不能...; 不行 ;... 别,... 不准. Students have prior knowledge of and exposure to: context-related vocabulary a variety of texts related to Chinese festivals and Australian festivals grammatical structures, including: exploring the use of diverse time expressions and ways to sequence events in time and applying in own language use, for example, 先然后 ; 一就 ; 了, 就 ; 才, 第一, 然后 ; comparing and applying the functions of prepositions and discussing the importance of context when determining their meaning in texts, for example, 跟, 对, 给. Teachers should differentiate their teaching and assessment to meet the specific learning needs of their students, based on their level of readiness to learn and their need to be challenged. Where appropriate, teachers may either scaffold or extend the scope of the assessment tasks. Task is to be completed by students working individually. Task sheet Chinese/English English/Chinese dictionary Languages Chinese: Second Language Year 8 2

3 Instructions for teacher Prior to administering the tasks, the students will need to be: taught context-related vocabulary exposed to a variety of texts related to Chinese festivals and Australian festivals taught grammatical structures, including: exploring the use of diverse time expressions and ways to sequence events in time and applying in own language use, for example,... 先... 然后 ; 一... 就... ;... 了, 就... ; 才, 第一, 然后 ; comparing and applying the functions of prepositions and discussing the importance of context when determining their meaning in texts, for example, 跟, 对, 给. Task Provide students with the task sheet. Students listen to three texts about Chinese New Year and Christmas celebrations. They answer the questions that follow in English. Advise students that they may look up unfamiliar vocabulary in a dictionary. Text 1 Task administration script READ ALOUD Text 1 David: 你好, 玛丽, 你今天穿红夹克, 红牛仔裤和红鞋, 真漂亮! Mary: 谢谢, 大卫, 你知道为什么吗?? David: 过节吧? Mary: 真聪明, 你怎么知道? David: 因为圣诞老人穿红色衣服不过现在不是圣诞节 Mary: 今天是中国春节, 中国人过春节喜欢穿红衣服 Read the text a second time. Leave a pause for students to write their responses. Languages Chinese: Second Language Year 8 3

4 Text 2 Task administration script READ ALOUD Text 2 中国人过春节的时候有很多活动, 他们舞龙, 舞狮, 吃饺子和吃年糕小孩最喜欢过春节, 因为大人给小孩红包, 红包里有钱大家说新年快乐!, 恭喜发财! 圣诞节是西方的节日, 每家都有圣诞树, 全家人吃火鸡, 火腿和圣诞蛋糕小孩子最喜欢圣诞节, 因为圣诞老人会给他们礼物大家说圣诞快乐! Read the text a second time. Leave a pause for students to write their responses. Text 3 Task administration script READ ALOUD Text 3 男 : 妈妈, 春节快乐! 女 : 春节快乐! 这是我和你爸爸给你的春节礼物和红包男 : 谢谢爸爸, 妈妈! 女 : 喜不喜欢你的礼物吗? 男 : 哇! 是澳式足球! 真棒! 谢谢爸爸妈妈! 这是我给你们的礼物! 女 : 谢谢! 是一本烹饪书太好了! Read the text a second time. Leave a pause for students to write their responses. Languages Chinese: Second Language Year 8 4

5 Instructions to students Listen to the three texts about Chinese festivals. 中西方节日 Festivals You will hear each text twice. After the second reading of each text there will be a pause for you to answer the questions that relate to that text in English. You can use a Chinese/English dictionary to look up vocabulary. Text 1 Question 1 Describe the items of clothing Mary is wearing today? (3 marks) Question 2 What does David assume about Mary s outfit? (1 mark) Question 3 Why is Mary dressed this way today? (2 marks) Languages Chinese: Second Language Year 8 5

6 Text 2 Complete the table with information about the two festivals described in this text. Questions Festival 1 Festival 2 Question 4 (2 marks) Which two festivals are mentioned in the text? Question 5 (5 marks) What foods do people have in these festivals? Question 6 (3 marks) They receive They receive Children like these festivals because: Text 3 Question 7 Indicate () if the following statement is True or False. (1 mark) True False This conversation is taking place on Chinese New Year. Question 8 What did the male speaker receive? (2 marks) Question 9 What did the female speaker receive? (2 marks) Languages Chinese: Second Language Year 8 6

7 Sample marking key Text 1 Question 1 One mark for each, for a total of 3 a red jacket red jeans red shoes red coloured clothing Description Subtotal 3 Question 2 he thinks it is on account of a celebration (or Christmas) 1 Subtotal 1 Question 3 to celebrate Chinese New Year 1 Chinese people like to wear red clothes 1 Subtotal 2 Text 2 Question 4 Festival 1: Chinese New Year Festival 2: Christmas Question 5 Festival 1: One mark for each to a total of 2 dumpling sticky rice cake Festival 2: One mark for each to a total of 3 turkey ham Christmas cake Marks Subtotal 2 Subtotal 5 Question 6 Festival 1: a red envelope 1 Festival 1: One mark for each to a total of 2 a gift from Father Christmas/Santa Subtotal 3 Text 3 Question 7 Chinese New Year 1 Subtotal Languages Chinese: Second Language Year 8 7

8 Description Marks Question 8 he got football 1 and a red envelope 1 Subtotal 2 Question 9 She got a cook 1 book 1 Subtotal 2 Total 22 Languages Chinese: Second Language Year 8 8

2017 CCAFL Chinese in Context

2017 CCAFL Chinese in Context Student/Registration Number Centre Number 2017 PUBLIC EXAMINATION Chinese in Context Reading Time: 10 minutes Working Time: 2 hours and 30 minutes You have 10 minutes to read all the papers and to familiarise