The aims of MYP Chinese Language and Literature are to encourage and enable students to:

• use language as  vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interaction.

• develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts.

• develop critical, creative and personal approaches to studying and analyzing literary and non-literary texts.

• engage with text from different historical periods and a variety of cultures.

• explore and analyze aspects of personal, host and other cultures through literary and non-literary texts.

• explore language through a variety of media and modes.

• develop a lifelong interest in reading.

• apply linguistic and literary concepts and skills in a variety of authentic contexts.

語言與文學課程的目的是為了激勵並使學生能夠：

• 將語言視為思考、創造力、反思、學習、自我表達、分析和社交互動的工具。

• 培養在各種情境中聆聽、口語表達、閱讀、寫作、觀賞和展示的能力。

• 發展批判性、創造性和個人化的方法來研究和分析文學及非文學文本。

• 接觸來自不同歷史時期和文化的文本。

• 透過文學與非文學文本探索和分析個人、作者及其他文化的各個面向。

• 透過多種媒介和形式探索語言。

• 培養持久的閱讀興趣。

• 在各種真實的情境中運用語言和文學的概念與技能。

• Criterion A: Evaluation

  1. Identify and discuss several significant elements of the text/material.

  2. Analyze and discuss the decisions made by creators.

  3. Utilize illustrations, clarifications, and terminology to convey concepts and notions.

  4. Identify the similarities and differences in characteristics within and among texts/materials.

• Criterion B: Organize

  1. Adopt a structural organization that aligns with the context and purpose.

  2. Arrange opinions and ideas in a coherent manner.

  3. Utilize annotation and formatting tools to develop a presentation style that aligns with the context and purpose.

• Criterion C: Producing Text

  1. Develop texts and materials that highlight thoughts and creativity while examining new perspectives and ideas that emerge personally throughout the creative journey.

  2. Make stylistic decisions concerning language, literature, and visual techniques that reflect an understanding of their effect on the audience.

  3. Select pertinent details and illustrations to reinforce concepts.

• Criterion D: Using Language

  1. Understood. Please provide the text you would like me to update.

  2. Utilize suitable register and style in both writing and speaking.

  3. Please provide the text you would like me to update.

  4. Precise writing and articulation

  5. Utilize effective nonverbal communication techniques.

• 標準 A：分析

  1. 識別和評論文本/材料的各個重要方面

  2. 識別和評論創作者的選擇

  3. 運用實例、解釋和術語來論證各種看法和想法

  4. 識別文本/材料內部和之間特徵的相似和不同之處

• 標準 B：組織

  1. 採用適合情境和意圖的組織結構

  2. 以符合邏輯的方式組織看法和想法

  3. 運用註明和格式化工具創作適合情境和意圖的演示風格

• 標準 C：產生文本

  1. 創作文本/材料以展示思想和想像，同時針對個人在創作過程中產生的新觀點和想法展開探索

  2. 針對語言、文學和視覺手法，做出風格方面的選擇，展示出認識到了它們對受眾的影響

  3. 選擇相關的細節和例子來支持想法

• 標準 D：語言運用

  1. 運用恰當而富有變化的詞彙、句子結構和表達形式

  2. 運用適當的語體(語域)和風格寫作和說話

  3. 使用正確的語法、句法和標點符號

  4. 準確的書寫和發音

  5. 運用適當的非語言交流技巧

The learning goals of the Chinese Language Acquisition focus on understanding facts, concepts, procedures, and metacognition. Students will gain knowledge and insight through:

• Learning language

• Acquiring knowledge via learning

• Acquiring the knowledge about language

中文語言習得的目標涵盖了知識的事實、概念、程序和後設認知等範疇。學生將通過以下方面發展知識和理解:

• 學習語言

• 通過語言學習

• 學習關於語言的知識

• Criterion A: Listening

Students interpret and construct meaning from spoken multimodal text to understand how images and other spatial aspects presented with oral text interplay to convey ideas, values and attitudes.

• Criterion B: Reading

Students construct meaning and interpret written, spatial and visual aspects of texts to understand how these aspects presented with written text interplay to convey ideas, values and attitudes.

• Criterion C: Speaking

Students develop their communication skills by interacting on a range of topics of personal, local and global interest and significance, with the support of spoken, written and visual texts in the target language. Students apply their understanding of linguistic and literary concepts to develop a variety of structures, strategies and techniques with increasing skill and effectiveness.

• Criterion D: Writing

Students recognize and use language suitable to the audience and purpose, for example, the language used at home, the language of the classroom, formal and informal exchanges, and social and academic language. Students apply their understanding of language, form, mode, medium and literary concepts to express ideas, values and opinions in creative and meaningful way.

• 標準 A：聽力

學生解釋並建構口頭多模態文本的意義，以理解圖像及其他空間元素如何與口頭文本互動，進而傳遞思想、價值觀和態度。

• 標準 B：閱讀

學生構建意義並詮釋文本的書面、空間和視覺元素，以理解這些元素如何與書面文本互動來傳遞思想、價值觀和態度。

• 標準 C：口說

學生在目標語言的口語、書面及視覺文本的支持下，透過與個人、當地及全球感興趣和重要的各種主題互動，培養他們的溝通能力。學生運用對語言和文學概念的理解，發展各種結構、策略和技巧，以提升技能和效率。

• 標準 D：寫作

學生能夠識別並運用適合特定受眾和目的的語言，包括家庭用語、課堂用語、正式與非正式交流，以及社交和學術語言。學生利用他們對語言、形式、模式、媒介和文學概念的理解，以創造性且有意義的方式表達思想、價值觀和觀點。

If student wants to boost their scores in assessment criteria A (Analysis) and B (Organization), it's a great idea for them to start taking notes. This can really help with staying focused! They can also practice writing their letters correctly, which will help with assessment criteria D (Language) scores. Additionally, it's a good suggestion for kids to use handwriting instead of typing when the teacher doesn't ask for laptops to look up information, as this can help keep distractions at bay.

孩子要增加評估標準A(分析)和B(組織)的得分，首先建議孩子養成做筆記的習慣，可以改善專注度的問題，同時也可以練習寫正確的字形，提高評估標準D(語言)的得分。此外，建議孩子在老師沒有要求使用筆電查詢資料的情況下，請盡量以手寫取代打字，避免分心。

Criteria A focus on "analysis." For the younger students, they don't need to pick literary terms from a huge list to analyze articles. Instead, they focus on the literary terms covered in class (one unit, at most two). If students stay attentive in class and take notes regularly, they will surely see great improvement.

Criteria C focus on "creation." Students should thoughtfully pick the right style, context, and more to finish their work, keeping the audience in mind. Kids need to work on "understanding" the questions better, and once they grasp what’s being asked, they should select the right style or context based on the hints from the questions. For instance, the first summary in the upcoming semester asks students to create a video that introduces a building or a tourist spot. So, the video should really focus on "introducing" the features, culture, history, and other interesting details about the building or attraction. However, the child’s presentation ends up feeling more like a Vlog about their own adventure.

Learning a new language and showing off what you've achieved go hand in hand. If kids begin to gather knowledge and practice regularly from seventh grade, they're sure to see some great progress!

標準A考核的是「分析」，以低年級階段而言，還不會要求學生們從茫茫術語中選出文學術語分析文章，而是將範圍限縮在上課所教的文學術語（一個單元最多兩個），學生們只要上課專心、勤做筆記，一定能有大幅度的進步。

標準C考核的是「創作」，學生們必須針對受眾，有意識地選擇適當的風格、語境...等完成作品。孩子需要多練習「看懂」題目，並且在看懂題目後，針對題目給予的指引選擇適當的風格或語境。例如下學期第一次summative要求學生們必須拍攝一支介紹建築或觀光景點的影片，因此影片內容應更多地著墨於「介紹」該建築或觀光景點的特色、人文、歷史...等，但是孩子呈現的較像是Vlog記錄自己的行程。

語言的學習與成果的展現是累積而成的，孩子從七年級開始累積及穩紮穩打的練習，一定能有所進步！

1. Follow the teacher’s instructions faithfully.

2. Communicate with the teacher when needed.

3. Stay on track.

4. Don’t miss out formatives.

5. Always practice academic honesty.

1. 遵循老師的指示。

2. 在需要的時候與老師進行溝通。

3. 確保在正確的軌道上。

4. 不要錯過形成性評量！

5. 遵守學術誠信政策。

Grade 7 students can access the Smart Reading platform. Just check out the information on the library website!

7年級學生可使用Smart Reading平台，請參考圖書館SR專區。

閱讀還是要從有興趣的類別開始，會比較能夠持續。建議參考文化部中小學生讀物選介書單，裡面有分年齡分主題的書籍簡介。希望家長也能花一點時間陪伴孩子一同討論、挑選有趣且程度適合孩子的書籍。之後也能透過這些書籍作為媒介，開啟親子相處的話題。

It's good to kick off your reading journey with topics that really catch your interest, as this makes it more enjoyable! You might want to check out the Ministry of Culture’s list of reading materials for primary and secondary school students. It has helpful introductions to books based on age and themes. Parents can take some time to chat with their kids about choosing books that are fun and just right for them. Later on, these books can also be a wonderful way to spark conversations and bond with your children!