Example 2: Spoken self-introduction

A
你好，我叫李丽，我是中国人，我十三岁，我家在新西兰。我喜欢我的黑猫，它叫咪咪。谢谢，再见！
nǐ hǎo wǒ jiào lǐ lì wǒ shì zhōng guó rén
你好，我叫李丽，我是中国人，
wǒ shí sān suì wǒ jiā zài xīn xī lán wǒ xǐ
我十三岁，我家在新西兰。我喜
huān wǒ de hēi māo tā jiào mī mī xiè xiè
欢我的黑猫，它叫咪咪。谢谢，
zài jiàn
再见！

B: An example from a different student, written later in the year.

你们好，我的名字叫大卫，我今年十四岁，我属龙。我是新西兰人。我住在 Invercargill. 星期二，我有中文课，我喜欢中文, 我也喜欢运动. 星期日，我和朋友去打球。我不喜欢做功课！谢谢，再见。

nǐ men hǎo wǒ de míng zì jiào dà wèi wǒ jīn
你们好，我的名字叫大卫，我今

nián shí sì suì wǒ shǔ lóng wǒ shì xīn xī lán
年十四岁，我属龙。我是新西兰

rén wǒ zhù zài xīng qī èr wǒ
人。我住在 Invercargill. 星期二，我

yǒu zhōng wén kè wǒ xǐ huān zhōng wén wǒ yě xǐ
有中文课，我喜欢中文, 我也喜

huān yùn dòng xīng qī rì wǒ hé péng yǒu qù dǎ
欢运动. 星期日，我和朋友去打

qiú wǒ bù xǐ huān zuò gōng kè xiè xiè zài jiàn
球。我不喜欢做功课！谢谢，再见。

Communication, Language Knowledge, and Cultural Knowledge, levels 1 and 2

At these levels, students can understand and use familiar expressions and everyday vocabulary. They can interact in a simple way in supported situations.

In selected linguistic and sociocultural contexts, students will:	For example, students might:
receive and produce information;	role-play introductions;
produce and respond to questions and requests;	ask questions about another person;
show social awareness when interacting with others;	begin questions with polite expressions, e.g., 请问, and note expressions for older people, such as 您 and 你贵;
recognise that Chinese is organised in particular ways;	look at Chinese names - family name comes before personal name;
make connections with their own language(s);	compare English “What is your name?” with 你叫什么名字?;
recognise that Chinese culture is organised in particular ways;	compare the use of Mr, Mrs,and Ms with 李老师;
make connections with known culture(s).	note that it is more normal in Chinese to ask personal questions of adults about age and salary than it is in English.

Context:
A: A beginning student introduces herself in Chinese to students visiting from China or to other Chinese-speaking students.
B: A different student introduces herself, later in the year.

Variations:
This information can be added to as new information is learned, and could be revisited on a regular basis.
Students could introduce others (pets/friends), for example in a role play using puppets.

Kāinga:

He kōwhiringa kaiwhakahaere i Te Kete Ipurangi:

Rapua tēnei hapori

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Example 2: Spoken self-introduction

Communication, Language Knowledge, and Cultural Knowledge, levels 1 and 2

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