Writing
| Grade | Work Samples |
|---|---|
| End of Stage 4 (end of Year 8) | |
| Grade A | Nicky |
| Grade B | Jordan Lesley |
| Grade C | Kendall Lindsay |
| Grade D | Reese |
Description of activity
Students conduct a class survey about food and drink preferences, in order to design an appropriate menu for a two-day school Chinese camp. Working in pairs, students write a survey in Chinese that is handed to the other class members to complete. It could include questions about what is eaten for breakfast, lunch and dinner, and which food is eaten as snacks. Students might also like to gather information about how often they eat and drink certain items.
Context
Students are undertaking a unit of work about eating and drinking. Students have listened to conversations of people discussing their food and drink preferences. They have also compared their eating habits with those of Chinese-speaking communities and researched traditional and modern cuisine. They have learnt vocabulary relating to food and drink items and they can identify what they like and dislike. Teaching and learning experiences have included communicative activities to internalise vocabulary, and exercises to practise and consolidate their knowledge of new structures. This assessment for learning activity takes place well into the unit.
Areas for Assessment
Outcomes
A student:
4.UL.4 applies a range of linguistic structures to express own ideas in writing
4.MLC.1 demonstrates understanding of the importance of appropriate use of language in diverse contexts
4.MLC.2 explores the diverse ways in which meaning is conveyed by comparing and describing structures and features of Chinese
4.MBC.2 demonstrates knowledge of key features of the culture of Chinese-speaking communities.
Criteria for assessing learning
(These criteria would normally be communicated to students with the activity.)
Students will be assessed on their ability to:
- create clear and original texts through:
- correct application of specific language patterns and grammatical rules
- accuracy in the use of appropriate vocabulary
- present logical development of ideas through:
- sequencing of relevant information
- identify aspects of the culture of Chinese-speaking communities by:
- incorporating features of lifestyles
- apply knowledge of the Chinese writing system, by:
- using Hànzì and Pīnyīn accurately.