Mandarin 10, 20, 30

Demonstrate, when producing oral and written texts, knowledge of Mandarin language concepts including pronunciation and tones (hanyu pinyin), strokes and writing orders, characters, basic context-specific vocabulary and phrases, sentence structure and linguistic conventions.

Indicators for this outcome

(a)	Pronounce slowly and clearly, with correct tones in hanyu pinyin (see Appendix A): 23 initials; 24 finals; formation of syllables; and, single words.
(b)	Combine single words to produce simple phrases using the initials, finals and syllables with correct tones in hanyu pinyin.
(c)	Participate in Mandarin conversations using short, simple and structured sentences in familiar contexts (e.g., numbers, money, time and colours).
(d)	Write the eight fundamental radicals/strokes in Standard Chinese: horizontal stroke横héng; vertical stroke竖shù; upper right-to-bottom left stroke撇piě; upper left-to-bottom right stroke捺nà; dot点diǎn; bottom left-to-upper right stroke提tí; hook勾gōu; and, fold折zhé.
(e)	Practise writing Standard Chinese characters: in proper order; in combinations of strokes to form Chinese words; and, in 2 by 2 boxes with correct sequence.
(f)	Distinguish some words (字z ì) and simple phrases (词c í) related to familiar context.
(g)	Write simple Standard Chinese characters in familiar situations with correct writing orders.
(h)	Produce simple phrases and sentences using Mandarin and Standard Chinese grammatical components, including: pronouns first/second/third person forms (e.g., “们men” in plural forms, same pronunciation yet different writing and different meaning to indicate female/male/object in Standard Chinese ([e.g., “她t ā”，“他t ā”, “它t ā”]); pronouns + “的d e” to indicate possessive adjectives/pronouns in Standard Chinese in familiar situations; interrogative words (e.g., who “谁shuí”, what “什shén么me”, when “什shén么me时shí候hòu”, where “哪n ǎ里l i”, which 哪n ǎ一个, why “为wèi什shén么me”, how “怎zěn样yàng”,“如r ú何h é”, “多duō少shǎo”) with proper sentence structures; “吗m a” in an interrogative sentence; “了l e” and “在zài” in various situations; “也y ě” (means “also”, “too”) in response sentences; negation words in proper sentences/questions (e.g., “不b ù”, “没méi”, “没méi有yǒu”); “对”, “是的”, “可以” to give an affirmative response; and, measure words 量liàng词c í to describe the shape/size of an object (e.g., 个g è, 只zhī, 条tiáo, 粒l ì, 本běn, 支zhī, 间jiān).

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