Chinese 4

• I can understand an interview between a celebrity and a teen reporter in a publication

• I can understand simple questions posed in an interview of a celebrity.

• I can understand some information on job postings.

• I can make simple comparisons of a variety of people, including celebrities, friends and family members.

• I can describe what I plan to do next in my school or work life.

• I can present my qualifi cations and goals for an academic program, training, or job.

• I can write a simple profi le of a famous athlete, celebrity, or historical figure.

• I can write a short autobiographical statement for a competitive application for a study abroad program or job.

• I can exchange ideas on different options after graduation.

• I can exchange opinions on a discussion board about which nominee deserves an award and why.

• I can ask and answer questions about favorite singers.

• I can follow the major events of a traveler’s experience narrated in a radio report. 

• I can understand information provided in a travel guide about an historical site.

• I can understand the scheduled events of a day at summer camp.

• I can give a description of a place I have visited or want to visit.

• I can describe how to plan and carry out an event in the target culture, such as a study tour or study abroad program.

• I can write about a tourists destination in an effort to promte it to others.

• I can write advice to younger learners about why and how to learn an additional language.

• I can exchange e-mail with a tour operator to find out more details about my visit.

• I can participate in a conversation with a partner to identify the information we need to plan a trip.

• I can exchange online messages to trade opinions in reaction to an article about the best places to visit in my region.

• I can understand a speaker’s description of how his/her family celebrates a holiday. 

• I can understand recipe recommendations on a food package.

• I can identify the order of key events from a simple story read aloud.

• I can give a series of reasons why one should have a balanced diet.

• I can introduce the food pyramid and give examples.

• I can talk about the adverse effects caused by unhealthy dietary habits and how to prevent them.

• I can write a short opinion statement about a current event I have learned about or researched.

• I can write about similarities and differences between festivals in my own and other cultures.

• I can exchange opinions about my school’s cafeteria food.

• I can exchange information in a chat room about how I celebrate my national holiday.

• I can exchange with others some ideas about ways to stay healthy.

• I can understand the some points of a lecture on a common environmental issue. 

• I can understand the main points of a blogger’s posts and responses.

• I can understand the main points of an argument between people in a public place.

• I can present information and support my point of view on rules or policies such as phone use, dress code or requirements for driving.

• I can present my reactions to a current event and explain what led to the event being in the news

• I can present and justify my point of view on current event topics such as recycling, energy conservation, or extreme weather events.

• I can share my point of view about a cause I’m interested in and reasons to support it on a blog or a discussion forum.

• I can write a brief report about a topic I have learned or researched such as the importance of environmentally friendly practices.

• I can exchange information to create a poster to promote recycling and the benefi ts of it.

• I can participate in a conversation to learn about a service learning project.

• I can respond to a series of inquiries from a potential employer as part of my application for a job.

Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. 

Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media.

Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. 

Learners can use language according to a specific context.