Levels 5 and 6: Social competence
Levels 5 and 6: Social competence
By the end of level 6, learners are confident enough to seek out opportunities to use Chinese. They can:
- initiate and sustain a conversation with a sympathetic native speaker, and speak at some length if required
- interact flexibly in familiar social situations and cope with some less familiar ones
- use basic language patterns spontaneously
- write extended passages and simple messages.
Learners also show a willingness to experiment with new language and to read independently. Their behaviour is culturally appropriate in most social situations, and they are sensitive to the values held by Chinese people.
Level 6: Achievement objectives
Level 6: Achievement objectives
Definitions
- Communication functions illustrate the communicative competence students should have at level 6.
- Language level indicators illustrate the linguistic competence students should show while performing the communication functions.
| Communication functions | Examples |
|---|
| Students should be able to: | |
- recognise, ask about, and express likes and dislikes, giving reasons
| |
|
- express acceptance and refusal, giving reasons
| |
- describe and narrate activities, events, and facts in a sequence
| |
- understand and respond to descriptions of activities, events, and facts in a sequence
| |
- ask someone to do something
| |
- understand and respond to descriptions of how something is done
| |
- understand and respond to descriptions of the use of an object
| |
- understand other use of question words.
| |
Language level indicators
In a range of contexts and selected genres, students should be able to do the following.
Listening
- Understand and respond appropriately to more complex dialogue, narrative, and information
- Get the gist of language from selected authentic sources such as Chinese visitors or Chinese television programmes, videos, or audio tapes
- Recognise detail and interpret meaning in more complex language.
Speaking
- Speak confidently and fairly fluently with increasingly accurate tones, pronunciation, and intonation
- Use more complex language appropriately and with confidence in conversation
- Use a wide range of language to present information and ideas.
Reading
- Get the gist of a wide range of texts containing some unfamiliar language
- Recognise detail and interpret meaning from a range of texts
- Recognise up to 370 Chinese characters.
Writing
- Write simple passages of linked paragraphs using more complex language with confidence and increasing fluency and accuracy
- Write a sequence of descriptive statements in a logical progression, following a model
- Write up to 220 Chinese characters.
Level 6: Structures and vocabulary – suggested
Level 6: Structures and vocabulary – suggested
Expressing likes and dislikes, giving reasons
- Xiān bǎ shuǐ fàng rù guō lǐ.
- 先把水放入锅里。
- Shuǐ kāi yǐhòu, bǎ fāngbiànmiàn fàng rù guō lǐ.
- 水开以后，把方便面放入锅里。
- Ránhòu fàng rù tiáoliào, zhǔ sān fēnzhōng.
- 然后放入调料，煮三分钟。
|
| 小弟弟很聪明，他什么都知道。 |
| Little brother is very clever, he knows everything. |
|
| 房间里很脏，到处都是灰尘。 |
| The room is very dirty, there is dust everywhere. |
|
| 我哪儿都没去。 |
| I didn't go anywhere. |
|
| 你什么时候来我家都行。 |
| You are welcome to my place at any time. |
|
| 他们怎么这么慢！ |
| How can they be so slow! |
|
| 他们怎么那么粗心！ |
| How can they be so careless! |
|
| 小弟弟很聪明，他什么都知道。 |
| Little brother is very clever, he knows everything. |
|
| 房间里很脏，到处都是灰尘。 |
| The room is very dirty, there is dust everywhere. |
|
| 我哪儿都没去。 |
| I didn't go anywhere. |
|
| 你什么时候来我家都行。 |
| You are welcome to my place at any time. |
|
| 他们怎么这么慢！ |
| How can they be so slow! |
|
| 他们怎么那么粗心！ |
| How can they be so careless! |
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