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The New Zealand Curriculum.

This site has been developed to support The New Zealand Curriculum


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Example 1: Presentation

An ideal (imaginary) family

我的家人很有意思。爸爸是中国人。妈妈是新西兰人。爸爸每天要吃米饭,妈妈每天要吃面包。爸爸喜欢和中国茶。妈妈喜欢喝牛奶。
每天晚上我的家人在 一起吃晚饭。 妈妈很会做饭。她的中国饭很好吃。我和爸爸每天都吃很多。我爱我的爸爸妈妈!我的家最酷!

wǒ de jiā rén hěn yǒu yì sī
我 的 家 人 很 有 意 思。

bà bà shì zhōng guó rén
爸 爸 是 中 国 人。

mā mā shì xīn xī lán rén
妈 妈 是 新 西 兰 人。

bà bà měi tiān yào chī mǐ fàn mā mā měi tiān
爸 爸 每 天 要 吃 米 饭, 妈 妈 每 天

yào chī miàn bāo
要 吃 面 包。

bà bà xǐ huān hé zhōng guó chá
爸 爸 喜 欢 和 中 国 茶。

mā mā xǐ huān hē niú nǎi
妈 妈 喜 欢 喝 牛 奶。

měi tiān wǎn shàng wǒ de jiā rén zài yī qǐ chī
每 天 晚 上 我 的 家 人 在 一 起 吃

wǎn fàn
晚 饭。

mā mā hěn huì zuò fàn tā de zhōng guó fàn hěn
妈 妈 很 会 做 饭。 她 的 中 国 饭 很

hǎo chī
好 吃。

wǒ hé bà bà měi tiān dōu chī hěn duō
我 和 爸 爸 每 天 都 吃 很 多。

wǒ ài wǒ de bà bà mā mā
我 爱 我 的 爸 爸 妈 妈!

wǒ de jiā zuì kù
我 的 家 最 酷!

Communication, Language Knowledge, and Cultural Knowledge, levels 3 and 4

At these levels, students can understand and construct simple texts, using their knowledge of Chinese. Students can describe aspects of their own background and immediate environment.

In selected linguistic and sociocultural contexts, students will: For example, students might:
  • understand and produce information and ideas;
  • extend speaking and presenting in Chinese by talking about an imagined (ideal) family and describing aspects of their immediate environment;
  • express and respond to personal needs and interests;
  • say what kind of food and drink they like;
  • use cultural knowledge to communicate appropriately;
  • note how to say 'delicious' - 很好吃;
  • recognise and describe ways in which Chinese is organised;
  • learn “together” type expressions, e.g., 我的家人,在一起,都;
  • compare and contrast languages;
  • compare the position in sentences of time expressions, e.g., 每天,每天晚上;
  • recognise and describe ways in which Chinese culture is organised;
  • discuss Chinese food compared to New Zealand food;
  • compare and contrast cultural practices.
  • examine the position of 我 in Chinese and 'I' English in such sentences as 我和爸爸 - Dad and I.

Context: Students create an imaginary family and make a poster or a computer-assisted presentation about it, which they then present to the class. They can include such information as daily activities and personal interests.

Variations: Create a virtual family on a computer, or use Second Life.


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