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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: Survey of colours

A: The students conduct a survey to find out how many students in the class like each colour. They ask their classmates what colours they like, using the expression:
nǐ xǐhuān shénme yánsè?
你 喜 欢 什么 颜色？
Students respond with
wǒ xǐhuān ...
我 喜欢 。。。

B: The students conduct a survey on what colours students don’t like, using the expression:
nǐ bù xǐhuān shénme yánsè
你 不 喜欢 什么 颜色？
wǒ bù xǐhuān …
我 不 喜欢。。。
颜色 yánsè
红色 hóngsè
白色 báisè
黑色 hēisè
蓝色 lánsè
绿色 lǜsè
黄色 huángsè
紫色 zǐsè
橙色 chéngsè
灰色 huīsè
粉红色 fěnhóngsè

The students prepare a chart showing their findings. The teacher says the colours and the students colour the boxes accordingly. On their chart, they tally the number of students who like and don’t like each colour, using zhèng 正, as the Chinese restaurants do.

A: 喜欢 B: 不 喜欢
   
   
   
   
   
   
   
   
   
   

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;
  • make similar surveys, e.g., for sports or families;
  • produce and respond to questions and requests;
  • name the colours of rods or paper when held up;
  • hold up a colour when the Chinese word is spoken;
  • show social awareness when interacting with others;
  • name a colour another student is wearing;
  • recognise that Chinese is organised in particular ways;
  • write some English sentences using Chinese word order;
  • make connections with their own language(s);
  • note modern IT-related words such as 'ipod', 'CD', and 'DVD', but 'boke' for 'blog';
  • recognise that Chinese culture is organised in particular ways;
  • observe the use of certain colours in Chinese culture, e.g., red for a wedding, yellow for the emperor;
  • make connections with known culture(s).
  • note that symbols for colours in English can be different from those in Chinese. For example, in English red = anger and blue = sad. Look at equivalents in Chinese.

Context: The students complete a survey exercise using simple language to produce and respond to questions about likes and dislikes.

Variations: Students could do a survey on animals 动物 dòngwù or food 食物 shíwù.

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