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It explains how vocabulary aligns with the Significant Learning in the Chinese (Mandarin) NCEA Learning Matrix, covering present-, past-, and future-focused everyday communication, connected sentence and paragraph-level meaning-making, and foundational awareness of pronunciation and intonation. 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It also informs language used for external assessments.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which assessment skills are linked to internal assessment guidance in the document?",{"text":118,"@type":114},"Internal assessment language reflects classroom teaching and includes achievement standards AS 91952 and AS 91953 for spoken communication and purposeful communication.",{"name":120,"@type":111,"acceptedAnswer":121},"What do the first four sections of the external assessment vocabulary list include?",{"text":122,"@type":114},"They are Chinese to English, English to Chinese, Categories, and Grammar and Structures. 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Language drawn from this Vocabulary List is used to create external assessments and may be used to support teachers when preparing students for internal assessments.  \nThe language in this Vocabulary List reflects the Significant Learning summarised in the Chinese (Mandarin) NCEA Learning Matrix. At Curriculum Level 6, students will:  \n● explore language commonly used to express personal information, ideas, and opinions in everyday contexts with reference to events or experiences in the present, as well as the past or future  \n● engage with and make meaning of a variety of text types, featuring connected sentence and paragraph-level expression and a range of very high frequency vocabulary  \n● develop one-way communicative skills to express simple information, ideas, and opinions  \n● develop a foundational awareness that oral features such as pronunciation, and intonations can communicate different meanings.  \nNote for internal assessments  \nThe language used by students during internal assessment activities (and associated learning opportunities throughout the year) will reflect the teaching and learning of Chinese (Mandarin) that takes place within the context of each classroom. Teachers may extend the language they include in teaching and learning programmes to items and expressions beyond this Vocabulary List.  \nAS 91952 (1 . 1) Interact in spoken Chinese (Mandarin) to share and respond to information, ideas, and opinions  \nAS 91953 (1 . 2) Communicate in Chinese (Mandarin) for a chosen purpose  \nNote for external assessments  \nThe first four sections of this Vocabulary List (Chinese to English, English to Chinese, Categories, and Grammar and Structures) contain language that candidates are expected to recognise for the NCEA Level 1 Chinese (Mandarin) external assessments:  \nAS 91954 (1 .3) Demonstrate understanding of written Chinese related to everyday contexts  \nAS 91955 (1 .4) Demonstrate understanding of spoken Chinese (Mandarin) related to everyday contexts  \nNotes to teachers  \nIn addition to the listed vocabulary, students are also expected to be able to recognise:  \n● Pinyin and associated tones  \n● days of the week and months of the year  \n● numbers, including words related to measurements.  \nSection 1 – Chinese to English  \nThe Vocabulary List indicates language which will guide the setting of Level 1 Chinese (Mandarin) external assessments. Words outside of the approved Vocabulary List will be glossed if their meaning is not evident from the text.  \n\n| Pronunciation | Vocabulary | English |\n| --- | --- | --- |\n| ài | 爱 | to love, love |\n| ài hào | 爱好 | hobby |\n| bā | 八 | eight |\n| bà ba | 爸爸 | dad, father |\n| bái sè | 白色 | white |\n| bǎi | 百 | hundred |\n| bǎi wàn | 百万 | million |\n| bān | 班 | class |\n| bàn | 半 | half + time period |\n| bāng zhù | 帮助 | to help |\n| bāo zi | 包子 | steamed bun |\n| běi bian | 北边 | North |\n| běi dǎo | 北岛 | North Island |\n| běi jīng | 北京 | Beijing |\n| běn | 本 | volume for books |\n| bǐ | 笔 | pen or pencil |\n| biān/miàn | 边/面 | side |\n| bù hǎo yì si | 不好意思 | Excuse me, I’m sorry |\n| bù kè qi | 不客气 | You are welcome |\n| cài | 菜 | cuisine (eg 中国菜) |\n|  |  | dish, a plate of food |\n|  |  | vegetable |\n| chá | 茶 | tea |\n| cháng | 长 | long |\n| cháng cháng | 常常 | often, usually |\n| cháng chéng | 长城 | the Great Wall |\n| chàng gē | 唱歌 | to sing (a song/songs) |\n| chǎo | 炒 | to fry, to stirfry |\n| chǎo fàn | 炒饭 | fried rice |\n| chē | 车 | vehicle |\n| chē zhàn | 车站 | bus stop |\n| chī | 吃 | to eat |\n| chuān | 穿 | to wear, to put on |\n| chūn jié | 春节 | the Spring Festival, the Chinese New Year |\n| chūn tiān | 春天 | spring (season) |\n| dǎ diàn huà | 打电话 | to call, to make a phone call |\n| dǎ kāi | 打开 | to open, to turn on (eg打开电视) |\n| dǎ qiú | 打球 | to play ball games (except for soccer) |\n| dà | 大 | big |\n\n\n| dà jiā | 大家 | eve","cbCaiiXBHAFYNhsz","https://ap.wps.com/l/cbCaiiXBHAFYNhsz","pdf",908893,31,"English","# Note for internal assessments\n# Note for external assessments\n# Notes to teachers\n# Section 1 – Chinese to English\n## Pronunciation\n## Vocabulary\n## English","[{\"question\":\"What does the vocabulary list support for NCEA Chinese (Mandarin) learning?\",\"answer\":\"It supports teaching and learning, helping teachers understand appropriate language at Curriculum Level 6. It also informs language used for external assessments.\"},{\"question\":\"Which assessment skills are linked to internal assessment guidance in the document?\",\"answer\":\"Internal assessment language reflects classroom teaching and includes achievement standards AS 91952 and AS 91953 for spoken communication and purposeful communication.\"},{\"question\":\"What do the first four sections of the external assessment vocabulary list include?\",\"answer\":\"They are Chinese to English, English to Chinese, Categories, and Grammar and Structures. Candidates are expected to recognize the listed language for NCEA Level 1 external assessments.\"}]","Chinese NCEA Level 1 Vocabulary List - January 2024 | PDF",1790598214,78]