Secondary Curriculum 2C Languages

Assessment 1: Resources

Student Name: Keer Zhang

Student Number: 19655198

Table of Contents
1. Week 1 Resources 2

2. Week 2 Resources 12

3. Week 3 Resources 21

4. Week 4 Resources 31

5. Week 5 Resources 40

6. Rationale 50

7. References 53

Stage: 5

Language: Chinese

Topic: Weather

Week 1 – Introduction to unit

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 Content
Hook: two truth and one lie
Beginners: study weather vocabulary
Prior Learners: study weather-related idioms
Background Speakers: study and discuss the impact of global warming on the weather
and climate in China

Resource No.1 – Two Truth and One Lie (Game)

Beginners Prior Learners Background Speakers

The teacher will present
two facts and one false
statement about the
weather and climate in
China in English. In their
learner group, beginner
students will discuss which
statement is false in English,
and they will report their
discussion result back to the
class in English.
Statements:
(Truth) China has the largest
climate differences for a
single country.
(Truth) In the summer in
Beijing, temperatures can
be as high as 40 degrees
Celsius.
(Lie) Northern China has the
most extreme summer to
winter temperature
differences.
(It is actually west China
that has the most extreme
differences).
The teacher will present
two facts and one false
statement about the
weather and climate in
China in Chinese. Teacher
provides assistance with
words that prior learners
are not familiar with. In
their learner group, prior
learners will discuss which
statement is false in
English/Chinese, and report
their discussion result back
to the class in
English/Chinese. (LCH5-
2C)
Statements
(真相)中国具有全世界最
大的气候差异。
(气候差异 – climate
differences)
(真相) 在北京的夏天，温
度可能高达 40 摄氏度。
(温度可能高达—
temperature can be as high
as)
(谎言) 中国北方的夏季至
冬季温度差异最大。
(实际上是中国西部的夏季
至冬季温度差异最大)
(温度差异 – temperature
differences)
The teacher will state two
facts and one false
statement about the
weather and climate in
China in Chinese. In their
learner group, background
speakers will discuss which
statement is false in
Chinese, and they will
report their discussion
result back to the class in
Chinese.
(LCH5-3C)
Statements
(真相)中国具有全世界最大
的气候差异
(真相) 在北京的夏天，温
度可能高达 40 摄氏度。
(谎言) 中国北方的夏季至
冬季温度差异最大。
(实际上是中国西部的夏季
至冬季温度差异最大)

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Beginners
Weather vocabulary (Reciprocal Learning)
Resource No.2 – Weather Vocabulary PowerPoint Slides (Group A &B)
Resource No.3 – Coaching and Learning Worksheets (Group A & B)
(LCH5-5U & LCH-6U)
Students will participate in a reciprocal learning activity using the following resources.

Reciprocal learning Step A

Students are divided into two groups: group A and group B. Group A will learn the
vocabulary on the Group A PowerPoint Slides, and group B will learn the vocabulary on the
Group B PowerPoint Slides. They will be given a sufficient amount of time to study the
materials on the slides, and fill out the Coaching Worksheets Group A & B.

Reciprocal learning Step B

Once students have studied the materials on the slides, teacher puts students into pairs.
Each pair consist of a “Student A” and a “Student B”. Students will take turn to coach each
other the set of words and expression that they have learnt by:
Teaching the pronunciation
Instructing Stroke order
Describing the characters to the other student by naming their components

Students use the Coaching Worksheets Group A/B, and Learning Worksheet to help with
instruction and learning.

Weather Vocabulary PowerPoint Slides – Group A

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Weather Vocabulary PowerPoint Slides – Group B

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Coaching Worksheet Group A

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Coaching Worksheet Group B

Learning Worksheet

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Prior Learners
Resource No.4: Weather Idiom Worksheet (LCH5-9U)
This worksheet contains a list of Chinese and English weather related idioms. Students will
have to:
 Use an online dictionary to look up the meaning of the idioms
 Compare the Chinese and English idioms: What are their differences in terms of
meaning?
 Answer: How do the differences between the idioms reflect the cultural differences
between Chinese and Western culture?

Resource No.5: Presentation Task Sheet (LCH5-4C)

In pairs, students use this task sheet to create a bilingual presentation about Chinese and
English weather related idioms for Chinese language learners. They will use the information
that they have gathered in resource No.4 to create the presentation, and they are
recommended to use Google Slides or Prezi.

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Background Speaker

Resource No.6 – Climate Change Articles & Analysis Worksheet (LCH5 – 2C)
Students will read three Chinese news articles and answer the questions on the worksheet.

Worksheet

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Article 1

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Article 2

Article 3

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Resource No.7 – Using Parlayideas.com to participate in a discussion (LCH5-1C)
After reading the three Chinese articles on climate change and conducting further research,
students will participate in a group discussion with other background speakers in the class.

The discussion topic is:

What are the impacts of climate change on the weather and climate in China?
What measures should the Chinese government and the public take to stop climate change?

They will participate in the discussion through Parlayideas.com using a range of weather
vocabulary. A troubleshoot sheet has been created to show students how to participate in a
discussion on Parlay.com

https://parlayideas.com/
Roundtable code: Wb$oBgmTg

Students can also comment on other students’ responses

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Week 2 Seasons and Seasonal Activities

Content
Review hobbies and activities vocabulary
Beginners: Vocabulary -- Seasons (春夏秋冬)
Grammar -- ….的时候／….时 (when it’s ….)
terms related to frequency: 总是，常常，有时候， 从不
Prior Learners: Grammar --除了.....都, and 除了...... 也/还
Terms and phrases that are used for comparison
Background Speakers: curate a collection of poems about a particular season, and
analyze the stylistic devices and prosody in the poems

Resource No.8 – Picture Wheel Game

Students have already studied some sports activities and hobbies that they can do across
seasons, therefore, this will be a review activity.

Beginners, Prior Learners, Background Speakers

Present the Seasonal Activities Picture Wheel with pictures to represent 12 activities with
a number on each. (See picture below)

Split the class into two to three mixed-ability groups containing beginners, prior
learners, and background speakers. Each group takes turn to roll the dice using the
Google 12-sided dice tool (https://www.google.com/search?q=dice+roller).

Once the group has rolled the dice, the three groups of learners have different roles to
play:
Beginners: have to name the activity represented by the picture depending on the
number they roll.
Prior learners: have to come up with a sentence with that seasonal activity in past tense.
(LCH5-4C)
Background Speakers: give a reason why that seasonal activity is fun or not fun
(LCH5-1C)

Once a group has presented their response, the teacher will decide on points for their
responses: 3 points for creative and accurate; 2 points for creative but with a mistake; 1
point for accurate; 0 point for not accurate

Keep a tally score on points and the group that has the highest score wins. The game can
go for about three to four rounds. Encourage different students from each group to
participate each round.

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Beginners

Resource No. 9 – Seasons Vocabulary & Grammar PowerPoint Slides

(LCH5-5U, LCH5-6U, & LCH5-7U)
Students use this PowerPoint slides to learn
Vocabulary: Seasons (春夏秋冬),
Grammar: ….的时候／….时 (when it’s ….)
terms related to frequency: 总是，常常，有时候， 从不

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Resource No. 10 – Flipgrid (Beginners – Seasonal Activities) (LCH5-1C)

After viewing the PowerPoint slides (Resource No.9), students will participate in a discussion
using Flipgrid (https://info.flipgrid.com/).

Flipcode: ecd09816
Password: CHINESEweather1234

Using the vocabulary and grammar covered in the slides (Resource No.9), students will
record and post their responses to the discussion questions:

“我最喜欢的季节是春天， 因为春天天气很凉快， 很舒服。 我春天的时候常常去爬

山。 我最不喜欢的季节是冬天， 因为冬天天气很冷。冬天时我总是在家看电影。 你
呢？ 你最喜欢的季节是什么？ 那个季节时你会做什么？ 你最不喜欢的季节是什么？
那个季节时你会／从不做什么？”

(My favorite season is spring, because the weather in spring is cool and nice. In spring, I
often go hiking. My least favorite season is winter, because it’s really cold in winter. In
winter, I often stay at home and watch movies. What about you? What’s your favorite
season? What do you do during that season? What’s your least favorite season? Why is that
your least favorite season? And what do you often or never do during that season?)

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Prior Learners

Resource No.11 – Week 2 Prior Learner Grammar PowerPoint Slides (LCH5-7U)

Since prior learners already know the seasons and seasonal activities vocabulary, they will
study two grammatical structures using this resource.

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Resource No. 12 – Week 2 Prior Learner Survey Template & Flipgrid (LCH5-3C)
Prior learners will conduct a survey among students in the school on the outdoor and
sporting activities that they do across the seasons. They can use the sample survey
template to guide their research, or they can create their own.

After conducting the survey and analysing the data, they will record a summary of the
survey results in Chinese and post it on Flipgrid. Use the grammatical structure covered in
Grammar PowerPoint Slides in their summary.

Flip code: 48b9ef68

Password: CHINESEweather1234

Survey Template

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Flipgrid

Background Speakers

Resource No. 13 – Use Elink to curate a poems collection (LCH5-2C)

Students use Elink (https://elink.io/) to curate a collection of poems about a particular
season, for example, a collection of poems about Spring. They will create a collection of at
least six poems. Then, they will share their collection with their partner and participate in a
pair discussion. Students will:
 Explain why they have selected these poems.
 Discuss how the selected season is portrayed in these poems.
 Identify the stylistic devices used by the poets in these poems

A Elink Getting Started Guide has been created to help students create their first collection.

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Resource No.14 – Flipgrid (Background Speakers – Prosody 韵律) (LCH5-5U)
Students select a poem that they like from their curation. They will read the poem aloud
once or twice, and then discuss in Chinese:
 The rhyme and rhythm of the poem,
 How prosody is used to enhance the use of language in the poem
 How the use of prosody affect the readers’ reading experience

Flipcode: 6ba4ccf6
Password: CHINESEweather1234

Week 3 Weather and temperature

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 Content
Beginners: Vocabulary – temperature
Grammar – sentence structures: how to ask and talk about weather
The use of “会” and “比”
Prior Learners: research activity about a weather phenomenon in China: 寒潮 (cold
wave)
Background Speakers: write a short story set on a cold, rainy day, experiment with genre,
narrative techniques, and language techniques

Beginner

Resource No. 15 – Week 3 Beginners: Weather and Temperature Slides

(LCH5-5U & LCH5-7U)
Students use this PowerPoint slides to learn:
 Temperature vocabulary
 A range of sentence structures and grammatical structures to ask and talk about
weather

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Resource No. 16 – Weather and Temperature Information Gap Worksheets (LCH5-1C)
Students will be given the Information Gap Worksheet, where a weather report for Sydney
(Mon-Thurs) and a weather report for Beijing (Mon – Thurs) are presented.
Students are missing the information they need to complete the task. They will need to ask
their partner for the information by using the temperature vocabulary and sentence
structures covered in the slides (Resource No.15).
They will also need to work out the average temperature of some of the days. (NUMERACY)

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Information Gap Worksheet Side A

Information Gap Worksheet Side B

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Prior Learner

Resource No.17 – 寒潮 (cold wave) research game, using Kahoot (LCH5-2C)

Prior learners already know how to ask and talk about weather and temperature, and so in
week 3 they will learn about a weather phenomenon that is very common in China: 寒潮
(cold wave).

Research
 Prior learners are split into two to three groups, depending on the number of
students.
 On their digital device, students go to 百度知道 (https://zhidao.baidu.com/) , which
is the equivalent of Wikipedia in China.
 Each group has about 10 minutes to research the topic “寒潮” on 百度知道.
 Students are only allowed to take notes on an A5 paper, so they will need to identify
and interpret key information.

Kahoot
 Once the time is up, students will participate in a Kahoot game as groups using
“Team Mode”.
 The Kahoot Game code is 281741

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Resource No. 18 – Infographic Scaffolding Sheet and infographic examples. (LCH5-3C)
Using the information about 寒潮 on 百度知道, students will create an infographic about
寒潮 in English for Australian tourists who are visiting China. Some Infographics about
heatwave are provided as examples for students to compare and analyze. And the
scaffolding sheet is designed to help them complete the task.

Infographic examples

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Infographic Scaffolding Sheet

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Background Speaker

Resource No.19 – Short Story Writing Worksheet (LCH5-4C)

Students will use this worksheet to compose a short imaginative story.
(Instructions on the resource translated: For this task, you will compose a 250 words short
story. The setting of the story will be a cold, rainy day. You can decide the genre, character,
and the setting. You will need to experiment with a range of narrative techniques such as
foreshadowing and building up to the climax; you will also need to use a variety of language
techniques such as figurative language and descriptive language.
The graphic organiser below is designed to help you plan your short story.)

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Resource No.20 – Peer Review Sheet (LCH5-2C)
Students will use this resource to review their peers’ short story.

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Week 4 Text Type – Weather Report

Content
Students will read examples of weather reports, then compose their own weather
reports.
The complexity of the reading materials and composing tasks are differentiated based on
their language levels.

Beginner

Resource No.21 – Weather Report Review Worksheet – Beginner

(LCH5-2C & LCH5-8U)
Students will read and analyze the weather report on the worksheet and answer the
questions on the worksheet. The weather report is about the weather in the Guangdong
region in the following week. The report is sourced from http://www.weather.com.cn/, and
the original weather report had been edited to suit the language level of beginner students.

Link to the original weather report: http://news.weather.com.cn/2020/04/3315341.shtml

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Resource No. 22 – Weather Report Presentation Worksheet – Beginner (LCH5-4C)
Students will use this worksheet to help them create a weather report presentation.

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Prior Learner

Resource No.23 – Weather Report Review Worksheet – Prior Learner

(LCH5-2C & LCH5-8U)
Students will read and analyze a weather report on the worksheet and answer the
questions. The weather report is about the weather in different regions of China in the
following week.

Link to the weather report: http://news.weather.com.cn/2020/04/3315341.shtml

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Resource No.24 – Weather Report Writing Worksheet – Prior Learner (LCH5-4C)
Students will use this worksheet to compose a weather report. Students are required to
complete the worksheet in Chinese.

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Background Speaker

Resource No.25 – Weather Report Review Worksheet – Background Speaker

(LCH5-2C)
Students will read three weather reports from three different Chinese communities:
mainland China, Taiwan, and the Chinese Australian community. They will compare the
weather reports and analyse their contents and textual elements and then answers the
questions on the worksheet.

Link to the weather report

o Mainland China, new source is NanFang Daily: http://epaper.southcn.com/nfdaily/html/2019-
03/21/content_7787618.htm
o Taiwan, new source is SETN:
https://www.setn.com/News.aspx?NewsID=726963&From=Search&Key=陽光露臉！週末天氣多雲
到晴　「這兩地」水氣略多嚴防雷雨
o Chinese Australian, new source is Australian Chinese News (ACNW.com)
http://www.acnw.com.au/article-63082-1.html

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Resource No.26 – Weather Report Writing Worksheet – Background Speaker (LCH5-4C)
In this activity, students will demonstrate their understanding of the similarities and
differences between the weather reports from mainland China and the weather reports
from Taiwan, and then compose two weather reports. (250 words)
Students are required to complete the worksheet in Chinese.

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Week 5 Consolidation and Assessment Preparation

Content
Consolidation: Students consolidate the knowledge that they have learned in this unit by
playing the jeopardy game.

Assessment Preparation: students use the resources provided to prepare for their final
assessment of the unit

Beginner

Resource No.27 – Jeopardy Game – The Beginner Edition

(LCH5-5U, LCH5-7U, LCH5-8U)
Students play “Jeopardy” to review content from week 1 to week 4.
How to play:
 Divide the students into 3 to 4 groups depending on the number of students.
 Show students the “Jeopardy Points” board where they will see the categories and
points values. The teams take turn to choose the squares on the board.
 Students need to answer the questions depending on the squares that they choose
(see Jeopardy Questions Board — Beginners). Each team answers one question per
turn. The questions are organised by levels of difficulties, the higher the points, the
more difficult the question.
 When all squares are out, the team with the most points wins.

Notes:
The teacher can print out the question board or display it on a PowerPoint slides
The teacher can hose the game themselves or assign students to be the game host

Jeopardy Points Board

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Jeopardy Questions Board — Beginners

Resource No.28 – Beginners Assessment Preparation Resource (LCH5-8U)

The resource is designed to help students complete their final assessment of the unit
(communicative task). It provides a scaffold of the assessment and instructions on how to
write an email in Chinese.

Communicative Task -- Beginners: Your family is hosting an exchange student from China in
January and February. You are writing an email to welcome them and introduce yourself,
but also let the student know what the weather will be like, what clothes they need to pack,
and what activities you will do so they can be prepared.

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Prior Learner

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Resource No.29 – Jeopardy Game –The Prior Learner Edition
(LCH5-7U & LCH5-8U)
Students play “Jeopardy” to review content from week 1 to week 4.
How to play:
 Divide the students into 2 to 3 groups depending on the number of students.
 Show students the “Jeopardy Points” board where they will see the categories and
points values. The teams take turn to choose the squares on the board.
 Students need to answer the questions depending on the squares that they choose
(see Jeopardy Questions — Prior Learners). Each team answers one question per
turn. The questions are organised by levels of difficulties, the higher the points, the
more difficult the question.
 When all squares are out, the team with the most points wins.

Jeopardy Points Board

Jeopardy Questions Board— Prior Learners

Resource No.30 – Prior Learner Assessment Preparation Resource

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(LCH5-2C & LCH5-8U)
This resource is designed to help prior learners complete their final assessment of the unit
(communicative task). It includes a scaffold of the assessment and instructions on how to
write a blog post. Students will also read and analyse an example blog post.

Communicative Task — Prior Learners: For this assessment, students are required to
research the weather and climate in China and Australia. Then, they will write a blog post in
Chinese comparing the weather and climate, weather phenomenon, and seasonal activities in
the two countries. The target audience of their blog post are young Chinese people who are
interested in visiting Australia.

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Background Speaker

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Resource No.31 – Jeopardy Game – The Background Speaker Edition
(LCH5-5U & LCH5-8U)
Students play “Jeopardy” to review content from week 1 to week 4.

How to play:
 Divide the students into 2 to 3 groups depending on the number of students.
 Show students the “Jeopardy Points” board where they will see the categories and
points values. The teams take turn to choose the squares on the board.
 Students need to answer the questions depending on the squares that they choose
(see Jeopardy Questions — Background Speakers). Each team answers one question
per turn. The questions are organised by levels of difficulties, the higher the points,
the more difficult the question.
 When all squares are out, the team with the most points wins.

Notes:
Most of the questions for the background speakers are open-ended questions, so points can
be allocated depending on the quality of the response.

Jeopardy Points Board – Background Speakers

Jeopardy Questions Board — Background Speakers

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Questions translated in English

Week 1
20 points: Global warming has an impact on the water resources in China. True or false?
30 points: What are the impacts of global warming on China’s climate?
40 points: What are the impacts of global warming on China’s economy?
50 points: What are some of the measures that the Chinese public can take to slow global
warming?

Week 2
20 points: Form a sentence with the word “露营” (camping)
30 points: read a poem about seasons
40 points: What stylistic devices do poets use to illustrate seasons?
50 points: How is prosody used to enhance the use of language in poems?

Week 3
20 points: What does “ 气温高达“ (temperature as high as..)？
30 points: What are some of the common narrative techniques?
40 points: When writing your short story, what techniques did you use to describe the
weather and temperature?
50 points: Name a few Chinese writes who are skilled at illustrating weather

Week 4
20 points: What kind of information are often provided in a weather report?

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30 points: How does language style in weather reports from Mainland China differ from
the language style in weather reports from Taiwan?
40 points: What are the similarities between the weather reports from Mainland China and
the weather reports from Taiwan?
50 points: What are the features of an engaging and informative weather report?

Resource No.32 – Background Speaker Assessment Preparation resource (LCH5-2C)

Students will use this resource to prepare for their final assessment of this unit
(communicative task). Students will view and analyse an example web page, then use a
graphic organiser to brainstorm ideas for their assessment.

Communicative Task — Background Speaker: For this assessment, students will investigate
information on the seasonal weather in three major cities in Australia. They will then
develop three web pages for Chinese tourists, including details on seasonal weather
condition, popular local activities across seasons, and what to pack. Students will need to
experiment with a range of writing techniques, such as descriptive language and figurative
language to grab the attention of the audience.

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Rationale

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A range of resources has been created for a Stage 5 Chinese unit about weather, following
the NSW Stage 5 Chinese Syllabus. They aim at scaffolding students’ learning, encouraging
the use of ICT, and meeting the different learning needs of beginners, prior learners and
background speakers. This rationale will discuss how the resources cater to the three
learner groups and the intent of the resources.

Meeting the needs of the three learner groups

The resources cater to the three learner groups by closely aligning with the syllabus
outcomes. The outcomes for the three learner groups are slightly different based on their
language levels. For beginners, there is an emphasis on developing essential communicative
skills. For example, according to the syllabus, by the end of stage 5, beginners can engage in
sustained interactions to exchange information and ideas (NSW Education Standards
Authority [NESA], 2017). The information gap resources designed allow students to interact
with their peers and exchange information about the weather in two different cities. Sartika
(2016) suggests that information gap activities are effective at improving students speaking
skills, as they give students a sufficient amount of time to speak in the target language. Prior
learners have more advanced knowledge and communicative skills, and so they are able to
engage in more complex communicative tasks. For instance, the syllabus states that, by the
end of stage 5, prior learners can obtain and evaluate information from texts (NESA, 2017).
In the weather report review worksheet in week four, prior learners are asked to evaluate
whether the information provided on the report is sufficient and reliable. Background
speakers have the most sophisticated communicative skills out of the three groups. There is
an emphasis on developing their understanding of textual features and literary techniques
in the syllabus. For example, the composing outcome requires background speakers to
compose texts in different formats, and experiment with genre, textual features and stylistic
devices (NESA, 2017). The short story writing worksheet asks students to compose an
imaginative text set on a cold rainy day. The resource allows background speakers to
experiment with a range of narrative techniques and language techniques.

The resources also meet the diverse needs of the learners by using a range of differentiation
strategies. Blaz (2016) states that teachers can differentiate the content, process, and

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product of teaching and learning based on students’ readiness, interests, and learning
styles. The resources designed are differentiated by students’ readiness; in this case, their
language levels. Differentiated content is evident in the weather report review worksheets,
where all three groups of learners are provided with weather reports to read, from simple
to advanced; and the questions on the worksheets are designed from more content focused
to more textual features focused. The majority of the resources used differentiated process,
which includes selecting a variety of activities to meet the different needs of students (Blaz,
2016). For instance, the topic of week two is seasons and seasonal activities. Beginners use
the slides to learn seasons vocabulary; prior learners use the survey template to survey
popular seasonal activities among students; and background speakers analyse the stylistic
features and prosody in poems about different seasons. The resources also use the
differentiated product strategy. In the weather report writing worksheets, all three groups
of learners are required to compose weather reports, but the complexity of the task is
varied based on their language levels.

The intent of the resources

The resources intend to provide an engaging and authentic language learning experience by
using games and task-based teaching resources. Games are common components of the
language classrooms. Gozcu and Caganaga (2016) suggest that games support learning of
the target language as students can have fun without noticing that they are learning the
language. A variety of games are created as a part of the resources to scaffold student
learning. The two truth and one lie game in week one is designed as a hook to introduce the
unit topic, but also to introduce some facts about the climate in China to students. The
picture wheel game in week two is used to revisit seasonal activities vocabulary. The
jeopardy games in week five are designed to review the content of the unit. In addition to
using games, the resources also include some task-based teaching materials to promote
authentic learning. Task-based teaching is an approach where students use the target
language to complete a task, which establishes a link between classroom knowledge with
the real world (Chou, 2017). Studies show that task-based teaching is effective in improving
students’ listening skills (Chou, 2017), writing skills (Sun, 2015), and reading comprehension
(Shabani & Ghasemi, 2014). A few resources are created with this approach in mind. In

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week three, prior learners use the infographic scaffolding sheet to conduct research and
create an infographic about 寒潮 (coldwave). In week five, all three groups of learners are
provided with resources to help them complete authentic tasks, including writing an email,
composing a blog post, and creating web pages.

The resources also intend to encourage students’ use of ICT. ICT is not only one of the
general capabilities listed in the syllabus (NESA, 2017), but it also has many benefits to
language teaching and learning. Azmi’s (2017) research found that the use of ICT enhances
student engagement, and students display more positive attitudes when computers are
used in the classroom. Game-based learning platform Kahoot is used as a resource to
engage students in a fun research activity. Students also use Chinese search engine 百度知
道 to research information, which could enhance student motivation as they are using a
digital resource that is interactive and authentic. Azmis (2017) also states that ICT facilitates
interactions and communication. Communication platforms Flipgrid and Parlay are included
as part of the resources. They allow students to participate in sustained interactions
whenever and wherever they want. And for some students, sharing their ideas online can be
less intimidating than face-to-face interactions.

In conclusion, this rationale discussed how the resources meet the different needs of the
three learner groups: beginners, prior learners and background speakers. The resources
cater to the three learner groups by closely aligning with the Stage 5 Chinese syllabus
outcomes. The resources also meet the different needs of the learners by using
differentiated content, differentiated process, and differentiated product. The first intent of
the resource is to engage students in a fun and authentic learning experience by
incorporating a variety of games and task-based teaching resources. The second intent of
the resources is to promote students’ use of ICT by including a range of digital resources.

(Word count: 1093)

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