1.2 Manipulate Linguistic Structures To Express Ideas Effectively In Chinese

This LAMS sequence is designed for a stream of Year 11 Chinese beginners’ class within a general school working to the NSW Stage 6 Chinese Beginners Syllabus. It aims to see students’ perspectives about Chinese learning through this LAMS sequence. Also, it particularly focuses on the area of introduction of Chinese characters and daily communication, which the key dimension on “communicating ideas and information and collecting, analysing and organising information reflect skills in language learning” (Board of Studies, NSW, 2010, p.13).

Chinese pinyin learning and the introducing self is a fundamental Chinese learning process that students must learn about during stage 6, with the learning outcome that students can recognize and be able

67) suggested that learning outcomes can be shaped into small segments. The learning outcomes have been designed from the following Stage 6 Chinese Beginners syllabus (Board of Studies, NSW, 2010, P.12). Students are expected to achieve:
1.1 establishes and maintains communication in Chinese
1.2 manipulate linguistic structures to express ideas effectively in Chinese
1.3 sequences ideas and information
1.4 applies knowledge of the culture of Chinese-speaking communities to interact appropriately

The sequence has been designed to achieve the outlined learning outcomes from the stage 6 syllabus and being able to recognize pinyin and doing the self-introduction to others. The assessment set up at the end of the sequence can be differentiated to different ability students and their specific learning styles. The assessment is designed to demonstrate students’ achievements and allow teachers to review on students’