SECOND LANGUAGES Mandarin Chinese – Content Elaborations Grade 11 – tonal variations: mā, má, mǎ, mà, ma Chinese characters, meaning, and structure: including sounds, meaning, parts, and radicals sequence of events: using expressions such as 结果, 先, 之后, 后来 explanation and justification of opinions: e.g., 因为……，所以……。 过 time frames: e.g. using to indicate past experiences (e.g., 我没吃过饺子。) language formality and etiquette: e.g., using formal language when addressing people, differentiating formal and informal writing, choosing appropriate words for context oral histories: e.g., conversations with an Elder about celebrations, traditions, and protocols identity: Identity is influenced by, for example, traditions, protocols, celebrations, and festivals. A sense of place can be influenced by, for example, territory, food, clothing, and creative works. place: works of art: e.g., creative works in dance, drama, music, or visual arts cultural appropriation: use of a cultural knowledge, story, song, or drama, shared without permission or without motif, theme, “voice,” image, appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn Area of Learning: SECOND LANGUAGES Mandarin Chinese Grade 12 — BIG IDEAS Language Sharing our feelings, With increased language Exploring diverse forms of Becoming more proficient learning is a opinions, and beliefs in a proficiency, we can discuss promotes in a new language cultural expression lifelong process. new language contributes and justify opinions with greater understanding and enables us to explore to our identity. nuance and clarity. appreciation of cultures worldwide. global issues. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Students are expected to know the following:
SECOND LANGUAGES – Mandarin Chinese Content – Elaborations Grade 11 tonal variations: mā, má, mǎ, mà, ma Chinese characters, meaning, and structure: including sounds, meaning, parts, and radicals sequence of events: using expressions such as 先, 之后, 结果, 后来 explanation and justification of opinions: e.g., 因为……，所以……。 time frames: e.g. using 过 to indicate past experiences (e.g., 我没吃过饺子。) language formality and etiquette: e.g., using formal language when addressing people, differentiating formal and informal writing, choosing appropriate words for context oral histories: e.g., conversations with an Elder about celebrations, traditions, and protocols identity: Identity is influenced by, for example, traditions, protocols, celebrations, and festivals. place: A sense of place can be influenced by, for example, territory, food, clothing, and creative works. works of art: e.g., creative works in dance, drama, music, or visual arts cultural appropriation: use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn Area of Learning: SECOND LANGUAGES — Mandarin Chinese Grade 12 BIG IDEAS Language learning is a lifelong process. Sharing our feelings, opinions, and beliefs in a new language contributes to our identity. With increased language proficiency, we can discuss and justify opinions with nuance and clarity. Exploring diverse forms of cultural expression promotes greater understanding and appreciation of cultures worldwide. Becoming more proficient in a new language enables us to explore global issues. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Students are expected to know the following: