Westlake Girls High School
Achievement Standard Languages AS90870:
Interact using spoken Chinese to communicate personal information, ideas and opinions in different situations.
Subject reference: Chinese 1.3 Credits: 5
| Achievement | Achievement with Merit | Achievement with Excellence |
| Interact using spoken Chinese to communicate personal information, ideas and opinions in different situations. | Interact using convincing spoken Chinese to clearly communicate personal information, ideas and opinions in different situations. | Interact using effective spoken Chinese to communicate personal information, ideas and opinions in different situations. |
Introduction
Your ability to interact in Chinese will be assessed from interactions in Chinese held in the classroom during class time over the year. The interactions will be with a classmate, your teacher, or in groups, and will be based on the topics you are studying at the time. You will record each interaction.
Task
During the year, you will make audio- or video-recordings of spoken interactions.
At the end of the year, you will select for assessment three to five interactions in which your total contribution is about three minutes.
These interactions will show:
· your ability to interact in different situations
· you can use language features successfully to communicate your message in a way that suits both the specified purpose and the target/intended audience
· inconsistencies in your language use do not interfere with communication.
EXPLANATORY NOTES
· Conversation involves INTERACTION. It is not an interrogation or a learnt part, as in a play. You need to take charge of the conversation.
· Development and variety in a conversation often involve interaction, referring back to things already said, and clarifying and negotiating meaning
· Communication in a conversation is achieved when meaning is successfully negotiated and where the pronunciation, intonation and pausing help the communication to be effective.
· Any errors do not hinder communication means that the meaning is ultimately clearly and successfully negotiated, not that there are no errors
· Make sure you Cover relevant information. (NB “exchange” both participants need to speak)
· Give information relevant to the topic (in interactions, this does not necessarily require extensive amounts of detail for each point made, but may be expressed by questions, fillers, expressions, seeking clarification, giving feedback etc throughout)
· Remember to refer to the assessment schedule and examples of learner performance so you know what is required to achieve at each level.
Conditions of assessment
· All work must be your own. Please refer to the school policy.
· Assessment tasks will be carried out throughout the year and will be completed during, or at the conclusion of, a relevant programme of work.
· You and your teacher will store your recorded work in a suitable manner, in a designated folder on the school network.
· At the end of Term 3, you will select three to five recorded interactions to be submitted for assessment.
· Your total contribution must be about three minutes, over all three interactions.
· You may not use the language from the language samples in the assessment schedule
· The context for each assessment piece must be different, for example, it is not suitable to include a pre-learnt role play or dialogue for each assessment.
· Speaking order will be determined by your teacher through ballott or negotation
· It is advisable to speak for about 1 minute or more for each of your interactions
· Cue cards or notes are not permitted
· Visual aids (e.g. OHT, props, souvenirs, pictures) may be used. Any language content of visual aids may be referred to, but may not be read aloud
· You must hand in the 1.3 cover sheet completed and dated at the time of the assessment
Guidelines for Achievement
To Achieve the standard you must
● provide a collection of recordings of three to five different spoken interactions
● speak for about three minutes
● have interactions in different situations e.g. planning an event, discussing a party, helping a tourist
● share personal information, ideas and opinions relevant to the task
● include NZCL6 communication skills, language and cultural knowledge needed to communicate personal information, ideas and opinions in different situations
● over the 3 – 5 interactions, communicate beyond the immediate context, for example communicate about the past, present and/or future
● achieve communication overall, although understanding may be hindered in some places by inconsistencies
To achieve the standard with Merit you must include all the requirements for Achievement and:
● provide a collection of recordings of three to five different spoken interactions
● speak for about three minutes
● have interactions in different situations e.g. planning an event, discussing a party, helping a tourist
● share personal information, ideas and opinions relevant to the task
● include NZCL6 communication skills, language and cultural knowledge needed to communicate personal information, ideas and opinions in different situations
● over the 3 – 5 interactions, communicate beyond the immediate context, for example communicate about the past, present and/or future
● use a range of language that is fit for the context
● select from a repertoire of language features and strategies to support the interaction in a generally successful way i.e. be convincing
● achieve communication where understanding is not significantly hindered by inconsistencies
To achieve the standard with Excellence you must include all the requirements for achievement with Merit and:
● provide a collection of recordings of three to five different spoken interactions
● speak for about three minutes
● have interactions in different situations e.g. planning an event, discussing a party, helping a tourist
● share personal information, ideas and opinions relevant to the task
● include NZCL6 communication skills, language and cultural knowledge needed to communicate personal information, ideas and opinions in different situations
● over the 3 – 5 interactions, communicate beyond the immediate context, for example communicate about the past, present and/or future
● successfully use a range of language that is consistently fit for the context
● skilfully select from a repertoire of language features and strategies to support the interaction i.e. be effective
● achieve communication where understanding is not hindered by inconsistencies
| Assessment schedule: Languages 1.3 Chinese | ||
| Evidence/Judgements for Achievement | Evidence/Judgements for Achievement with Merit | Evidence/Judgements for Achievement with Excellence |
| The student provides a collection of recordings of three to five different spoken interactions. The total student contribution to the interactions is about three minutes. The interactions are in different situations. e.g. planning an event, discussing a party, helping a tourist The interactions show the student sharing personal information, ideas, and opinions that are relevant to the task. Over the three to five interactions, there is evidence of communicating beyond the immediate context. e.g. communicating about the past, present, and/or future For example: Communication is achieved overall, although understanding may be hindered in some places by inconsistencies. | The student provides a collection of recordings of three to five different spoken interactions. The total student contribution to the interactions is about three minutes. The interactions are in different situations. e.g. planning an event, discussing a party, helping a tourist The interactions show the student sharing personal information, ideas, and opinions that are relevant to the task. Over the three to five interactions, there is evidence of communicating beyond the immediate context. e.g. communicating about the past, present, and/or future The student uses a range of language that is fit for the context. The student is generally successful in selecting from a repertoire of language features and strategies to support the interaction. For example: Communication is achieved and understanding is not significantly hindered by inconsistencies. | The student provides a collection of recordings of three to five different spoken interactions. The total student contribution to the interactions is about three minutes. The interactions are in different situations. e.g. planning an event, discussing a party, helping a tourist The interactions show the student sharing personal information, ideas, and opinions that are relevant to the task. Over the three to five interactions, there is evidence of communicating beyond the immediate context. e.g. communicating about the past, present, and/or future The student successfully uses a range of language that is consistently fit for the context. The student skilfully selects from a repertoire of language features and strategies to support the interaction. For example: Communication is achieved and understanding is not hindered by inconsistencies. |
WESTLAKE GIRLS HIGH SCHOOL
Languages Achievement Standard 1.3 Chinese AS 90880
Student Instruction Sheet
Title:
| School/Institution | Westlake High School for Girls |
| Student Name | |
| Student Number | |
| Teacher | |
| Date | |
| Task | . |
.
I understand that a final grade will be awarded for my work overall and not for one individual piece of work.
Student Signature: ___________________________ Date: ______________________
Student Feedback Sheet
| | - | √ | + | |||||
| Relevant information | | | | |||||
| Appropriate language | | | | |||||
| Clear Communication | | | | |||||
| Areas to focus on/improve | ||||||||
| pronunciation | | | | | | |||
| intonation | | | | | | |||
| | | | | | | |||
| | | | | | | |||
| Other Comments | ||||||||
| | ||||||||
| Individual contribution of about one minute or more | | |||||||
| Contribution is audible and comprehensible | | |||||||
Teacher Signature: ________________________ Date: ______________________
No comments:
Post a Comment