Year 4

Languages Support Materials


The central purpose of assessment is to understand where students are in their learning. Assessment refers to the broad range of strategies teachers employ to obtain information about their students’ skills and understandings, and ranges from asking students questions during a lesson to giving students a formal standardised assessment.

The assessments need to provide information about the depth of students’ conceptual understandings as well as their accumulation of knowledge. They should support teachers in identifying students’ strengths and weaknesses, and provide detailed diagnostic information about how students are thinking, so that the teacher is well placed to know what students have mastered and what they need to learn next.

Year 4 Languages

Assessment Principle 5 Assessment should lead to informative reporting

Chinese: Second Language 我的一天 wǒdeyìtiān(My daily routine)

Languages/Chinese: Second Language/Communicating/Socialising/Understanding/Systems of language

Content Description

Interact and socialise orally with the teacher and peers, using correct tones, modelled questions and responses to exchange information about aspects of their personal worlds, including their daily routines at home and school, for example, 我八点上学; 星期日我打网球

Exchange simple correspondence in writing with teachers and peers, using formulaic expressions and language to report on their daily routines at home and at school, for example, 你几点睡觉?

Explore Chinese characters from familiar contexts using stroke types and sequences, component forms and their arrangement

Recognise and use context-related vocabulary in simple spoken and written texts to generate language for a range of purposes

Recognise and use grammatical features to form simple sentences, including:

  • understanding that Chinese sentences have a particular word order.

Nature of the assessment

Written responses in English to a spoken text.

Written response in Chinese to stimulus pictures.

Purposes of the assessment

To assess students’ ability to comprehend spoken text in daily routines and to convey this information in short written responses. Also to establish information on their ability to write scaffolded text about daily routines and time in Chinese.

Stage in the Teaching sequence

At the end of the teaching cycle as a summative assessment.

Background learning

Students have been taught:

  • context-related vocabulary and grammatical items, including:
  • telling time on the hour and half hour, for example, 六点、四点半
  • daily routine vocabulary,for example, 起床、睡觉、吃早饭、吃午饭、吃晚饭、上学、 放学、玩、学习、听音乐、读书/看书、看电视
  • grammatical structure subject + time + verb, for example, 我早上七点起床。
  • numbers up to 60
  • how to say早上,上午,中午,下午 and 晚上
  • how to tell time in o’clock 点,  half past 半and minute 分in Chinese and understand 几点 is used for asking what time things happen.

Assessment task

The teacher provided the students with the task sheet and explained the process of listening to the text for information. The teacher read the text twice to the students and provided them with time to complete their responses. The students had to comprehend the spoken text about daily routines and times and complete the task sheet.

The teacher then provided the students with the second part of the task and asked that they look at the pictures on the task page and write a full sentence in Chinese characters to describe what they saw in the pictures. The teacher had provided examples that they could follow. The task provided an opportunity for students to demonstrate their skills in writing scaffolded sentences in Chinese characters about a typical daily schedule.

Assessment process

The students completed the task sheet independently. The teacher observed the students as they completed the task and provided support as required. The teacher marked the task using the marking key and then provided detailed written feedback on the task to the students.

Using the information

The information was used by the teacher to inform further teaching and planning, including consolidation of the structures, vocabulary and written characters used in the task. The task also provided evidence to inform judgement of student learning for formal, end-of-semester reporting.