# Chinese and foreign-language design

## Chinese

Chinese is organized through purposeful reading, writing and speaking. The
context supplies a real reader, occasion and communicative purpose: write a
campus-open-day guide, comment on a character's decision with textual evidence,
or prepare a public response to a disputed interpretation.

Stage arcs:

- primary 1–2: 情境导入 → 识字读文 → 体验表达 → 展示评价;
- primary 3–6: 情境任务 → 自读批注 → 合作梳理 → 起草表达 → 评价修改;
- junior high: 情境任务 → 细读质疑 → 比较探究 → 书面表达 → 量规评价;
- senior high: 任务情境 → 研读积累 → 议题探究 → 表达交流 → 反思评价.

Dimension-to-task guidance:

- language use / construction: write, speak and revise for a real purpose;
- thinking development: cite evidence, map an argument, identify a logical
  gap, offer a counterexample and answer another reading;
- aesthetic appreciation and creation: explain why a choice works, then try a
  meaningful imitation or original expression;
- cultural confidence / inheritance: understand and judge culture through a
  specific text and context, never through a slogan.

Non-negotiables: real reading or expression occurs; thinking is visible; and
the exit task uses a new text or occasion with the same performance structure.

Typical misconceptions: “appreciation” as collecting pretty words plus stock
terms; “debate” as unsupported sides; cultural confidence as praise without
textual understanding.

## English and other foreign languages

Use a real audience and communicative purpose. Listening, speaking, reading,
viewing and writing should culminate in at least one meaningful output. Do not
replace language use with vocabulary or grammar explanation.

Assess meaning, organization, appropriateness, intercultural awareness and
strategy use through a task isomorphic to the classroom communication. Use
sentence frames, models, word banks or rehearsal as support, while extension
learners adapt register, audience or cultural assumptions.