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:
Dimension-to-task guidance:
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.
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.