Siqi (Susie) was born and educated in China; she is a Chinese national who uses Mandarin on a daily

basis at home and at school. She is a patient, hard-working educator with a genuine passion for
teaching.

7.3.1.1. Evidence of native level equivalent proficiency in Mandarin and evidence of English
proficiency

The National Putonghua Proficiency Test is the only recognised examination in China that tests
native speakers of Chinese languages in spoken fluency in Standard Chinese. Siqi (Susie) scored
88.1%, which means she is qualified to be a Chinese-language teacher in southern China. Also, Siqi
worked for a Chinese exporting company based in Chengdu for one years; some of her
responsibilities included Mandarin to and from English translation and customer services, which
proves her business and occupational Mandarin language is at a native level.

Siqi earned a Bachelor of Arts degree in Marketing and Branding in 2016 at University of
Southampton, United Kingdom. Her English proficiency is underscored by her high-level attainment
of the Pearson PTE Academic English test where she achieved a score of 87. This is equivalent to an
IELTS Score of 9.0, which provides a sound basis to deliver lessons in Mandarin to English-speaking
students. Siqi currently works part-time as a TESOL teacher in Canberra. In China, she was a full-time
English teacher at Chengdu English School in Chengdu (2016-2017).

7.3.1.2. Evidence of Mandarin teaching experience (preferably with adults) including syllabus
design and materials development

Siqi has more than three years' experience teaching Mandarin in both the UK and Australia, and
whilst living in China. She taught Mandarin language in a language school called Sichuan Language
Training Centre in China (Year 2017-Year 2018). During that time, she also provided private
Mandarin tutoring in China) to adults from other countries. Her students ranged from university-age
international students to older professional adults from diverse language and cultural backgrounds,
including British, American, European and South-Asian students. Most private students learned
Mandarin with Siqi from 4 months to 6 months, achieving Mandarin proficiency to advanced levels.

Siqi has also taught Mandarin in the UK and Australia. She provides part-time tutoring for two years
to British (2014-2015) and Australian (2018 to 2019) university students and adult professionals and
business people. The classes were usually one-to-one and in small groups up to four people; the
frequency of the teaching was two to three times a week (two hours for each session), depending on
the students’ schedules. The length of a course is normally 96 hours, lasting for four months, and
classes are taught in an integration of four macro skills (speaking, listening, reading and writing)
while one or two skills are highlighted based on each student’s language needs.

During tutoring sessions, Siqi employed a tailored approach dependent on the individual’s Mandarin
experience (typically beginner) and utilised a broad range of instructional techniques to retain
students' interest and maximise their success in learning. Siqi prepared lesson plans and provided
materials to her students for both during the tutoring and as homework. She prepared lesson plans
using source material from publicly available syllabi targeted at beginners new to Mandarin. The
materials that Siqi used for teaching Mandarin include some textbooks – for example, Integrated
Chinese and the New Practical Chinese Readers – along with other materials she prepared. Also, Siqi
used a wide range of audio and visual resources such as YouTube Chinese learning channels,
authentic Chinese books, music and Chinese songs; these enhanced the students' language skills and
exposed students to a wide variety of Chinese dialects and accents.
7.3.1.3. Certificate IV in Training and Assessment or tertiary level language teaching experience

Siqi has tertiary level language teaching experience as part of her studies at University of Canberra
for a Master’s degree in teaching English to speakers of other languages (TESOL) and Foreign
Language Teaching (FLT). This includes:

 Planning, preparing and delivering English and Mandarin to international students who are
studying for a second language.
 Developing course materials for students to complete in the classroom and in their free
time, including handouts, essay assignments and other homework assignments.
 Helping students improve their listening, speaking, reading and writing skills via individual
and group sessions.
 Evaluating students’ performances, including grading homework assignments and assessing
student participation in the class
 Cultivating and developing students’ interest in language, thus improving the chances of the
students becoming autonomous learners.
 Helping students to attain their language learning goals, such as meeting the language
requirement for university, immigration purposes or business communication.

7.3.1.4. Evidence of sound knowledge of different approaches to language teaching

As part of Siqi’s studies at University of Canberra for her Master's degree (2019) in teaching English
to speakers of other languages (TESOL) and Foreign Language Teaching (FLT), she has completed
several applicable units that demonstrate her sound knowledge of the various approaches available
for language teaching. These include:

 Language Teaching Experience (course # 11382)

 Language Teaching Methodology
 Language in Social Context
 Study of Language
 Language Acquisition
 Language Testing and Assessment
 Curriculum Design and Evaluation

Siqi’s personal philosophy for teaching is to enable students to learn the language in a
communicative sense; meaning to incorporate a range of teaching methodologies including
Communicative Language Teaching (CLT), Task-Based Language Learning (TBLL), the natural
approach and so on. She also believes that building a good rapport between the teacher and the
students also contributes to effective language learning.

7.2. Training Program

7.2.1. Sample one-week course program showing how lessons for the first week of a Beginners’
Mandarin language training course will be structured

WEEK 1, DAYS 1-2 – Chinese pronunciation and grammar introduction including pronouns
WEEK 1, DAY 3 – Chinese writing systems
WEEK 1, DAYS 4-5 – personal identification, meeting and greeting people, answering phone
LESSON PLAN

Term / Date Term 1 Study Week Week 1, Day 1

Time of Lesson Lesson Title Chinese Pronunciation and Grammar Intro

Pre-Assessment: ask students about their prior knowledge of the Chinese language and their
interests in general topics

Learning Objectives: at the end of this lesson, students should be able to:

 identify and explain pronouns and negative ("bu")

 Speak basic greetings in Mandarin – demonstrate four tones of spoken Mandarin

 Understand components of Mandarin

 Have a clear understanding on how to learn Mandarin

 Get to know Pinyin chart (how to read and use it)

Vocabulary/ Grammar/ Language points:

 您好！我是琼斯上校。/我的名字是詹姆斯。 我是澳大利亚海军的小官。
…… 很高兴见到你/初次见面请多关照 （Hello, I’m Colonel Jones/My name is James, a
Petty Officer from Australian Navy...Nice to meet you.）
 Introducing Pinyin chart
 Read greeting sentences from Pinyin
 Basic logic and patterns of Pinyin

Teaching strategies:

Presentation – teacher displays some facts and pictures about seven major Chinese dialects
(Mandarin, Cantonese, etc.) and map showing where different dialects and languages are spoken.
The visual aid aims to prepare the students’ minds on what they are about to be taught and give
them the eagerness to learn what is customary for China. The teacher will also prepare some videos
to play to give students a general idea of how Chinese people use this language in a certain scenario.
Then the teacher will start from this video and break it down into small components to analyse its
vocabulary, grammar and language points. After than we could extend our class to systematically
learn the Pinyin system and other knowledge relating to this topic.

Role-play – after the explanation, students will watch the video again to have a better understanding
of how they used the language in a certain scenario. Then the teacher will do role play with the
students to help them better grasp the language before the students work in pairs. One of each pair
will act as a food server taking an order, and the other student as an Australian customer. Students
then practise asking questions and listening for answers; the teacher will correct their
pronunciations and vocabulary during the process and analyse where they didn’t use the language
properly. The role-play's setting is a restaurant so students can practice simple verbs (sit, eat, drink)
and nouns (food items they are probably familiar with). The exercise will include simple greetings,
which the students will practice with each other and the teachers each day in class.
Key concepts

 Four tones in Mandarin (flat high pitch, rising pitch, falling/rising pitch, falling pitch)
 Count 1, 2, 3
 Pronouns (1st/2nd/3rd person singular/plural), no gender
 "bu" (want = "yau"; don't want = "bu yau")

Materials/Resources: The materials to be used include map of China showing dialects spoken,
videos and photos of different people groups and audio of different dialects.

Review and Formative assessment: Students are asked to say, in Chinese, that they want and don't
want to order certain food items.
Knowledge check methods:
 One-on-one interaction in class
 Q&A
 Successful performance in class activities
 Homework

Summary: MMM teacher summarises the objectives of the lessons and iterates how the Chinese
people behave when ordering food.
Revision assignments throughout the week:
 Watch YouTube video given by the teacher in Chinese
 Answer questions such as "what do you want?" and "please sit."
 Practice greeting sentences in Mandarin
 Read aloud & watch video about Pinyin chart
 Writing down their questions about learning Mandarin
 Provide their interested topics about the Mandarin language or Chinese culture to the tutor

LESSON PLAN

Term / Date Term 1 Study Week Week 1, Day 2

Time of Lesson Lesson Title Chinese Pronunciation and Grammar Intro

cont.

Pre-Assessment: review previous day's objectives and discuss the students' feelings and questions
raised in their study

Learning Objectives: at the end of this lesson, students should be able to read Pinyin for pronouns
and order a meal in Chinese. We will break down the Pinyin chart into different groups and teach the
students based on every day’s topic throughout the week.

Teaching strategies:

Presentation – teacher displays some pictures of food and related items (chopsticks, fork, spoon,
napkin). Teacher will also show students a video about this topic to get them have an understanding
of how the Chinese use language in real life. When teaching vocabulary, the teacher will analyse
each Chinese character (hanzi) to the students such as how they are pronounced, and how to write
them in Pinyin and hanzi.

Role-play – the students will practice listening to audio of different Chinese speakers. Students will
watch the video again to have a better understanding of how they use the language in a real-life
scenario. Then the teacher will do role play with the students to help them better grasp the language
before they practice on their own. They will also practise speaking and fine-tuning their
pronunciation.

Key concepts

 Pinyin – how to write tones/sounds in Pinyin

 Grammar – basic sentence structure
 Count 4, 5, 6

Materials/Resources: The materials to be used include videos and audio of Chinese speakers from
different regions (Shanghai, Beijing, etc.) The teacher will explain that Taiwan, Malaysia, Singapore,
Vietnam, and other Chinese-speaking countries don’t belong to China; they are independent
countries and their official languages are not Chinese, although it may be spoken there.

 Videos from YouTube and Chinese websites such as Tencent

 Pinyin chart from https://www.learnhanzi.com/pronunciation/Pinyinchart.php

 Reading materials for recognizing Chinese characters are from Chinese newspapers such as
China Daily, Global Times and 21st century

 Handouts with exercises relating to greetings and Pinyin chart

Review and Formative assessment: Students will use correct grammar when role-playing as
customer or food-server in a restaurant.

Summary: MMM teacher summarises the objectives of the lessons and verifies they understand
pronounces, plurals, "bu".

Revision assignment: Watch YouTube video given by the teacher in Chinese, showing speakers from
different regions of Chinese – see if the students can still understand the speakers. Identifying dialect
from different regions is a very advanced skills which requires the person to have a really good
understanding of the language, because China has more than 200 dialects and even natives can’t
identify all of them correctly. While our teaching will focus on the official Mandarin language,
students need to understand spoken Chinese from a variety of speakers.

LESSON PLAN

Term / Date Term 1 Study Week Week 1, Day 3

Time of Lesson Lesson Title Chinese writing systems, Pinyin vs Hanzi

Pre-Assessment: review previous day's objectives, aural test, identify tones.

Learning Objectives: at the end of this lesson, students should be able to identify Pinyin from Hanzi,
read some Pinyin, and type some Pinyin on their phone (predictive text); reading Pinyin is a highly
advanced skill which is difficult to achieve within 2-3 days, so students will not be expected to be
able to comfortably type Pinyin until they can read the entire Pinyin chart. At this early stage of
learning Chinese, this course will focus on Pinyin, although students should be able to recognise
what is Hanzi and read simple characters.

Teaching strategies:

Presentation – teacher displays some screenshots of Chinese keyboards. Students will continue to
learn Pinyin chart and try to read all of them correctly. Continue to learn how to spell a Chinese
character in Pinyin. Learn how to download a Pinyin app to their phones and change language
setting.

Role-play –Teacher will teach students how to send text messages in Pinyin; students will practice
some most commonly used text languages and try to send these texts to each other in Pinyin.
Review major social media (Baidu, WeChat voice and text app, QQ instant messaging)

Key concepts

 Identify Pinyin
 How to type in Pinyin and use predictive text (just type the Pinyin letter for the first sound of
the word – for example, gzgy means nothing in Chinese, but typing gzgy with predictive text
brings up 各种各样 instantly and saves the trouble of typing ge zhong ge yang)
 How to dictate in Chinese into your phone and have it transcribe in Chinese.
 How to type in Pinyin in Google/Baidu (Google translate reads Pinyin only without marks –
example, "wo jiao" instead of "wǒ jiào"). This is also an advanced skill, so we will continue to
practice how to use the Pinyin chart to spell Chinese characters until the students can
comfortably read the entire Pinyin chart.
 Count 7, 8, 9

Materials/Resources: The materials to be used include videos and photos of Chinese keyboards, text
screens

Review and Formative assessment: Students are asked to send Pinyin texts to the teacher.

Summary: MMM teacher summarises the objectives of the lessons and iterates how the Chinese
people view and use Pinyin. For example, older people went to school before Pinyin so they don't
use it. Younger people learn Pinyin first so they can look the words up in the dictionary; when they
learn Hanzi, they also need Pinyin to help them remember what the word was. Thus, Pinyin is very
important for beginning-level students because it can help them read Hanzi and use a dictionary to
look up words they don’t know.

Revision assignment: Watch YouTube video given by the teacher; typically, captions are written in
Hanzi (written Mandarin), so students can try to write the Pinyin from what they hear. Watch
"Beginners guide to WeChat" (https://blogs.transparent.com/chinese/a-beginners-guide-to-
wechat/).
LESSON PLAN

Term / Date Term 1 Study Week Week 1, Day 4

Time of Lesson Lesson Title Personal identification, Meeting & Greeting

people

Pre-Assessment: review pronouns and grammar structure

Learning Objectives: at the end of this lesson, students should be able to identify how to greet
different people..

Teaching strategies:

Presentation – teacher displays pictures of 3 persons so students can be drilled for 1st/2nd/3rd
person. The teacher will show videos to show Chinese people's conversation in real life, and the
teacher can briefly explain about Chinese culture on how Chinese people greet each other and why
titles are so important for Chinese people in social situations.

Role-play – the students will work in pairs, greeting people

Key concepts

 Greeting different types of people (older, younger, higher rank, etc.)

 Order of words
 Count 0 to 10

Materials/Resources: The materials to be used include videos of Chinese TV/movie clips showing
conversations and phone calls.

 张先生 (zhāng xiānsheng) is Mr Zhang.

 张女士 (zhāng nǚshì) is Mrs/Ms. Zhang, and it can refer to either a married or unmarried
woman.

 张总 (zhāng zǒng) – President Zhang (for a CEO or somebody in a top management position)

 张少將 (zhāng shaojiang) - Major General/Rear Admiral Zhang

 张少尉 (zhāng shàowèi) – Second Lieutenant Zhang

Chinese has special polite ways of addressing people who you don’t know, for example somebody
that you might start a conversation with on the street.

 叔叔 shūshu (for an older man)

 阿姨 āyí (for an older woman)

If you are meeting the parents of your girlfriend / boyfriend for the first time you should also call
them shūshu and āyí

 爷爷 yéye (for an elderly man)

 奶奶 nǎinai (for an elderly woman)

 哥哥 gēge (for an older boy)

 姐姐 jiějie (for an older girl)

How to address taxi drivers, craftspeople, people who provide a service like builders, plumbers, etc.
and also for kung fu masters

 张师傅 (zhāng shīfu) – Master Zhang for surname 张 (zhāng)

Addressing people in informal situations

 If you are talking to somebody of a similar age to you who you are on close terms with, you
can just call them their given name, without any of the forms of address above.

 For example, if you have a friend called 王少华 Wáng Shàohuá then you could simply call
them Shàohuá 少华.

 If a Chinese person introduces themselves to you using an English name, even if they are in a
very similar position, then normally this is an invitation to bypass all of the formalities in
Chinese, and you shouldn’t feel uncomfortable about just using the English name. Later on,
if you don’t know their Chinese name, you can always ask somebody else at a later time.

Review and Formative assessment: Students are asked to address different persons.

Summary: MMM teacher summarises the objectives of the lessons and iterates how the Chinese
people greet others.

Revision assignment: Watch YouTube video given by the teacher in Chinese and answer questions
such as "who is that person?"

LESSON PLAN

Term / Date Term 1 Study Week Week 1, Day 5

Time of Lesson Lesson Title Meeting & Greeting people, answering
phone

Pre-Assessment: review yesterday's objective

Learning Objectives: at the end of this lesson, students should be able to correctly greet people and
answer phone in Chinese.

Teaching strategies:

Presentation – teacher displays some photos of different types of people (older/younger people,
personnel from Australian army, navy and air force, etc.) so students can practice correct greeting.
Teacher shows photo of Mandarin phone dial pad.

Role-play – the students will work in pairs; one student holds up photos of various military
personnel, the other student must greet them correctly. Then practice phone calls – one student
gives a phone number in Chinese, the other student must correctly write the number in numerals.
("What’s your phone number?" => "My phone number is…" => student writes it down)

Key concepts

 Showing proper respect for different people

 Etiquette
 Phone numbers

0 零 – líng

1 幺 – yāo NOTE: The usual Chinese word for “one” is yī. However, in oral language
real Chinese use the yāo sound when reading out numbers (telephone numbers,
room numbers, license plate numbers, etc.). One reason this is done is to more
clearly distinguish the number one (yī) from seven (qī), as yī and qī sound similar and
could easily be confused.

2 二 – èr

3 三 – sān

4 四 – sì

5 五 – wǔ

6 六 – liù

7 七 – qī

8 八 – bā

9 九 – jiǔ

Materials/Resources: The materials to be used include videos and photos of phone number dial
pads. Handout of phone vocabulary:

 phone (电话 – diàn huà)

  mobile phone (手机 – shǒu jī)

 phone number (电话号码 – diàn huà hào mǎ)

 make a phone call (打电话 – dǎ diàn huà)

 answer the phone (接电话 – jiē diàn huà)

 Hello (喂 – wéi)

 Is … there? – (…在吗? – … zài ma)

 I’m looking for… (我找…- wǒ zhǎo)

 Who’s this? (这是谁? – zhè shì shuí)

 wait a moment (稍等一下 – shāo děng yī xià)

 please leave a message (请留言 – qǐng liú yán)

 call back (回电话 – huí diàn huà)

 call the wrong number (打错了 – dǎ cuò le)

Review and Formative assessment: Students are asked to give phone numbers and then write the
correct number.

Summary: MMM teacher summarises the objectives of the lessons and iterates how the Chinese
people send messages (phones are used less often, replaced by WeChat, but businesses,
government and military would still use phones).

Revision assignment: Watch YouTube video of phone calls, students can call each other in Chinese.
Set up a WeChat account and practice messaging other students, see which they prefer to use
(phone call, phone text, WeChat, QQ, etc.)
7.2.2. Assessment plan to measure students’ progress during the course

Assessment is an essential part of the teaching and learning of a language. Assessment is most
effective when students:

• Recognise and understand assessment criteria;

• Can keep track of their learning and reflect on their progress;
• Receive constructive feedback on how to improve their learning.

MMM teachers will conduct Information and Formal Assessments during this course. Informal
assessment includes activities such as conversation exercises undertaken, and anecdotal information
recorded during the course. At the end of each session, the teacher will review each student's
progress. For example, if the day's focus is on meeting contemporaries in the Chinese Army, the
teacher may adopt several personas to test the students in what they have learned so far. Teachers
are required to log the notes about Informal Assessment into MMM's online reporting system as
well.
 
Formal Assessment may consist of:

a) Oral and Listening Assessments:

• Dialogue, role-play, songs
• Self-introductions, presentation;
• As students succeed, the teacher will use increasingly difficult passages, a mix of verb
tenses, grammar structure, philosophical concepts, and sometimes with a non-standard
accent or slang and colloquialisms.

b) Projects Execution
• Scenario-writing; for example, how the students would interact with government officials; 
• A short skit or role-playing in Chinese, demonstrating how the students would interact with
locals; for instance, in a skit a student would approach a “native” (played by another
student, acting as a local) to ask for help during a fire emergency.

c) Reading Assessment
• Reading newspaper articles, online blog posts and social media, excerpts from Chinese non-
fiction books and literature;
• As students succeed, the teacher will introduce texts that grow in length, complexity, and
sophistication.

d) Written Tests
• Written compositions in Pinyin;
• Letter, memo or email-writing (both formal and informal letters in Pinyin);
• Narrative writing;
• Grammar test;
• Vocabulary test;
• Spelling test;
• Comprehension/Listening-comprehension test.

NOTE: It is very difficult for beginner students to write in Hanzi. Ideally learners at the early stage
could fully understand Pinyin system and recognize Hanzi and write letters with the help of
 Pinyin.

e) Translating and Interpreting Assessments

• Teachers will ask students to translate from English to Chinese, using short excerpts of
original material written specifically for the class, as well as literature, movie clips, news
and social media articles;
• Students will be asked to interpret simultaneously from Chinese to English, using audio and
video clips on work-related exercises or social situations. For example, interpreting for a
mother who is seeing a doctor regarding her child having a fever or receiving boots and
supplies from vendors in China or other Chinese-speaking country. Note that we might
need to allow students to prepare for simultaneous interpretation, depending on their
progress in the course.

NOTE: Both of the assessments listed above are very challenging for beginners, so initially we
will provide a variety of other assessment methods. If the students' study goes well, we could
use the above assessments. If students have difficulties in applying this language in real-life
situations, we could provide some practical sentences or materials for students to recite. As long
as they can use prepared sentences correctly and appropriately in a social situation, their
assessments should be successful. Otherwise, it would be too hard for the beginners to speak
fluently. Once they lose their confidence or interests, it will negatively impact their progress in
this course.
 
The components and weightings for assessment can be as follows. 
 
Component Weighting %
Listening 15
Reading 15
Speaking 15
Writing 10
Translating and Interpreting 10
Projects execution 10
Informal Assessment such as classroom participation, weekly 25
homework progress
 Total 100
 
Our teachers will discuss with Defence and the students to align their expectations. The formal
assessment can be conducted at the penultimate class in a group setting for no more than two
hours. Speaking and interpreting sections can be recorded for the teachers to review after class.

An example of a Listening Test (15 marks)

 Students will be required to demonstrate their understanding of the spoken text;

 There will be approximately eight questions based on an aural text in Chinese;
 The sentences will be read twice. There will be pauses between the readings to allow
students to answer the question;
 The texts will vary in length and text types;
 There will be a range of question types from short-answer questions, the completion of a list
or objective response questions;
 There will be at least one item worth 3 marks.
7.2.3. Description of the way reading, listening, and translating lessons will be delivered

MMM teachers are skilled in developing lessons.

Reading: The Chinese language is written in brush-stroke characters, and it takes native speakers all
of their primary school years to learn the most common 2,500 characters. Therefore, we will focus
on teaching students to read and translate Pinyin, as well as some simplified Hanzi characters.
(Pinyin uses the Latin alphabet as a phonetic system for the Mandarin Chinese language. It is used
primarily in China and also in Taiwan.) Students will be assigned to create their drill cards, then
practice them at home until they can automatically pronounce words they read in Chinese. In the
class, new vocabulary words will be taught in writing and also orally, so that students pronounce the
word and learn to read it.

Listening: Listening exercises will be oral-to-oral at first; that is, the teacher may speak or play an
audio file, then ask the students to explain what they heard. As students advance, they will learn to
write the Chinese words they heard.

Translating/speaking will be the most challenging and yet the most important. In class, students will
be taught how to speak and repeat Chinese words frequently and quickly, until they can stop
thinking in English and reply automatically in Chinese; this is very difficult for beginners, so we will
assure them regularly that the civilian students are expected to reach only Translating Level 1 in this
course. This is because translating in your head takes time. The students need to learn to speak
naturally and with proper grammar, just as native speakers do – reaching Speaking Level 1+ in this
course.

7.2.4. List of websites (and other resources if applicable) to be used to source authentic material

We will not duplicate or distribute files from other sources that have copyright restriction; instead,
we will point students to those resources and websites. The course is scheduled so that students are
in class for only two days per week for four hours per day for the last six to eight weeks of each
term. During this time, students may use online resources – including websites, podcasts, and
pronunciation apps – to keep their learning momentum. We will provide written resources and
homework, but students need to practice speaking and hearing the Chinese language. It is not
anywhere near a language immersion experience, but it is still possible for the students to learn
Level 1+ language skills, grammar and vocabulary. Also, our teachers have experience in online
education.

Below is a partial list of resources available online:

 Chairman’s Bao – a reading resource. This is an online, interactive newspaper in Mandarin

Chinese with daily articles written specifically for Chinese learners. Articles are labeled by
HSK level (HSK is China's official standard Chinese Proficiency Test, which has six levels –
from beginners at level HSK-1 to fluent speakers at level HSK-6). Website is at
www.thechairmansbao.com.

 FluentU – Chinese videos with captions, transcripts, and vocabulary lists. Videos for every
level of fluency; genres include dramas, TV shows, commercials and music videos. Website is
at www.fluentu.com/chinese/.
  Chinese Voices – audio podcasts recorded by native Chinese speakers discussing their daily
lives in Beijing. Website is at www.clavisinica.com/voices.html.

 YellowBridge – online dictionary and thesaurus with flashcards and lessons in how to write
characters' brush strokes. Website is at www.yellowbridge.com.

 Rocket Languages – audio pronunciation practice with native Chinese speakers. Website is
at www.rocketlanguages.com/chinese/learn/.

 Chengyu Story Database – reading practice with stories and explanations behind common
Chinese idioms; stories include annotated Chinese, Pinyin and English definitions. Website is
at www.chinese-tools.com/chinese/chengyu.

 HiNative – a free Q&A app for Chinese language students; you can post questions and have
your pronunciation and writing corrected by native speakers. Website is at
www.hinative.com.

 ChineseSkill – a free beginner-level Chinese course with 45 lessons on various topics; may be
used to supplement our course materials. Website is at www. chinese-skill.com/cs.html.

7.2.5. How students will be given access to listening texts and reading materials

Written handouts may be distributed on paper.

Also, the primary and secondary teachers may select texts for the students and email them to
students. Alternately, the teachers may upload files to MMM’s secure server so that students may
use FTP to download the files to their devices. If students have Windows/Android devices, the
teachers may transfer files via memory sticks.