LMS Implementation & Proposed Framework for New Chinese Language Curriculum

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 1 Work Report LMS Implementation & Proposed Framework for New Chinese Language Curriculum Author(s): Jason Lai Contributor(s): Huynh Thanh Tien, PhDa , Vo Thi Minh Phung, Ph.Db Author Summary Jason Lai, Adjunct professor, Facualty of Foreign Languages Vietnam National University HCMC-An Giang University Correspondence to: [email protected] Author contributions Huynh Thanh Tien, PhD provided consultation and review to this work. Vo Thi Minh Phung, PhD contributed data and provided consultation. Affiliations [a] Trung tâm Tạo Nguồn Nhân lực Phát triển Cộng đồng - Resource Center for Community Development, Vietnam National University HCMC-An Giang University, 18 Ung Văn Khiêm, P. Đông Xuyên, TP. Long Xuyên, tỉnh An Giang, Việt Nam [b] Hue University, 102 Phung Hung St., Hue, Vietnam

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 2 Abstract With advancing technologies and the constantly evolving needs of modern learners, the traditional classroom-based approach is fast becoming less efficient. A learning management system (LMS) is an e-learning software application that handles the delivery, administration, automation, and analytics of learning materials. LMS has essentially become the dominant option and one of the smartest aids for eLearning processes that allow instructors to deliver customized content, leverage multimedia resources and other engaging content formats, and engage students much better than old fashioned paper tigers - for long printed books have preyed on our precious hours and energies. Additionally, the LMS/MOOCs courses can effectively minimize the negative impact on the quality of Chinese language teaching and learning caused any force majeure events or irresistible factors in the future. The proposed new Chinese language curriculum framework for An Giang University (AGU) is based on referencing the learning, teaching and assessment guidelines of the European Framework of Reference for Languages (CEFR), European Benchmarks for the Chinese Language (EBCL), Test of Chinese as a Foreign Language (TOCFL) as well as the HSK 3.0 (2021) “new standards”. AGU’s current decades old curriculum definitively won’t be able to survive the HSK 3.0 “new standards”. For the good of our students’ learning to the Chinese language and for the school’s reputation, it is essential to put in place a new curriculum that can meet and even exceed the requirements of the HSK 3.0 “new standards”. This proposed framework is to enact a vocabulary centric, outcome oriented, tech-based effective new curriculums to equip our students with the level of Chinese language proficiency not only for academic success but also for the competency required by job market. Keywords: LMS, MOOCSs, Canvas, Moodle, education tech, iBT, CEFR, EBCL, TOCFL, HSK 3.0, VNU HCMC, AGU FFL, Chinese language, Mandarin

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 3 Work Report on LMS Implementation & Proposed Framework for New Chinese Language Curriculum Implement Blended Mode LMS/MOOCs for CH102 Tiếng Trung 21 During the pandemic VNU HCMC recommended Canvas as the eLearning platform. Although I am not able to come back to Vietnam, Dr. Tien at Resource Center for Community Development (RCCD) had kindly kept me informed of the foremost development and updates of the school. In the process of acquainting myself with the popular LMS, I have shortlisted two – Moodle and Canvas. LMS’s share similar core elements which suffice and exceed the requirements for developing the blended learning courses with both online and classroom formats and manage the classes, but Moodle and Canvas both offer free accounts. “Canvas is a web-based and it includes a variety of customizable course creation and management tools, course and user analytics and statistics, and internal communication tools. Moodle allows you to have a lot more control over multiple aspects of your e-learning program. This is not only limited to the customization of content but also performance, functionality as well as its appearance. Canvas has a modern and fresh-looking interface but far less powerful than Moodle.” (Moodle vs Canvas, Which Is Better for Your Organization? 2017)2 (Brown, 2020)3 As far as the course development, the concept of Massive Open Online Courses (MOOCs) is adopted for supporting its spirit of free online availability to anyone and delivery of quality education at scale. Simply speaking eLearning comes in two forms – prerecorded videos and online conferences. In the scenario of developing LMS CH102 only the course materials are made complete and ready for self-study online in Canvas, instead of the video recording the entire course. The interactions with students will happen in the physical classrooms. Canvas comes reintegrated with video conferencing platform called BigBlueButton which resembles to Microsoft Teams, Google Meet or Zoom. This approach is especially helpful in such situation that FFL is lacking sufficient Chinese language lecturers but with extraordinary number of students. Because course materials are delivered digitally to students’ mobile devices instantly making it possible for students to keep pace with the instructors even in a “mega” class of greater number of students. And, with BigBlueButton or alike online video conferencing tools, LMS MOOCs can offer the experience resembling the physical classroom lectures when students access these types of courses off campus. LMS MOOCs will have better learners’ engagement and the overall effectiveness. 1 Self-enrollment URL: https://canvas.instructure.com/enroll/EFMEGM. Alternatively, or sign up at https://canvas.instructure.com/register with code: EFMEGM. 2 Moodle vs Canvas, which is better for your organization? (2017, May 11). Paradiso ELearning Blog. https://www.paradisosolutions.com/blog/moodle-vs-canvas/ 3 Brown, G. (2020, June 2). Canvas Vs Moodle: Which is better for online teachers? Masterteachingonline.com; Master Teaching Online. https://www.masterteachingonline.com/canvas-vs-moodle-which-is-better-for-online-teachers/ 4 Course code: XDENGX; URL: https://canvas.instructure.com/enroll/XDENGX. Demo website: https://tracycuong.wixsite.com/home

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 4 As my DH19 students were graduating, I developed a Web development course in Canvas4 to teach students how to build personal Websites utilizing entirely free resources available on the Internet – free domain name registrar, free DNS server, free SSL certificate, free custom mail, free hosting and free security service while I worked from home during the pandemic. This gave me an opportunity of taking a panoramic look into the functionalities of LMS in general. Simply speaking eLearning comes in two forms – pre-recorded videos and online conferences. From a lecturer’s perspective I would hold the viewpoint that Blended Learning (aka. b-Learning), a combination of offline and online instruction where students interact with the instructor, the material, and other students through both a physical classroom and an online platform is the best format of conducting the classes. One positive and important change that brought about by the pandemic is the impetus to eLearning which has become fundamental to how classes are conducted. The face-to-face learning without eLearning components limit student’s access to basic and additional course and learning information. Unprecedented connectivity and convenience already have and are having a profound effect on the way that students learn. The exposure to digital devices for the young generations has led to a level of unprecedented comfort with digital learning. The traditional classrooms are unlikely and cannot to continue on like “usual”. With advancing technologies and the constantly evolving needs of modern learners, the traditional classroom-based approach is fast becoming less efficient. It's time that we educators embrace new technologies! For those, lecturers and students alike of a foreign language who are willing to make the efforts to get over the technological humps and create and embrace this kind of digitized learning environment, the result is a new access to entire semantic worlds that were virtually inaccessible to previous generations of learners. What and Why of LMS Simply put, a learning management system (LMS) is an e-learning software application that handles the delivery, administration, automation, and analytics of learning materials. In the broadest sense, an LMS consists of these three terms: 5 (What Is an LMS (Learning Management System)? - E-Student, 2021) An LMS handles the learning material delivery, administration, automation, and analytics. LMS holds an important role in documentation and database management. The LMS system as a whole handle all the incoming and outgoing learning information within a single ecosystem.” There is always new technology coming out that educators can use to aid learning processes and provide efficiency in both teaching and learning. The fact that LMS is easy to use and doesn’t require much expert intervention makes LMS a great tool for educators and a powerful learning experience for students. LMS has essentially become the dominant option and one of the smartest aids for eLearning processes that allow instructors to deliver customized content, leverage multimedia resources and other engaging content formats (Figure 1), and engage students much better than old fashioned “paper tigers” - For long printed books have preyed on our precious hours and energies. LMS can be used for administrative and development tasks, making the lives of teachers and students much easier. LMS holds an important role in documentation and database management. In USA 99% of educational institutions already have an LMS in place.6 Like any computer-based system, the implementation a MOOC type of course in LMS demands tremendous amount of initial investment, especially time – learning the system, rethink pedagogical teaching model, laying out corresponding teaching plans, doing research, organize materials, planning and making video/audio recordings, writing up documents, edit pictures and videos, etc., in order to compile a sensible course. This often scares off the lecturers who are not tech savvy. The shift is never easy but well worth it. 4 Course code: XDENGX; URL: https://canvas.instructure.com/enroll/XDENGX. Demo website: https://tracycuong.wixsite.com/home 5 What is an LMS (Learning Management System)? - E-Student. (2021, April 7). E-Student. https://bit.ly/3VmRFpY. 6 49 LMS Statistics and Trends for a Post-COVID World | TrustRadius. (2022, August 31). TrustRadius for Vendors. https://www.trustradius.com/vendor-blog/lms-statistics-trends

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 5 Figure 1. Leveraging multimedia and other engaging contents Advantages of using LMS for educational purposes 1. Excellent Engagement Rates Besides making the classroom more interactive, LMS can very effectively track attendance and encourage class participation. At times, a classroom lecture may get monotonous, lectures can break it into different sessions by introducing several graded quizzes to cover materials taught and different types of practices and with the help of an “exit ticket” to check attendance and at the same time their understanding and retention. For the students that are allowed to take personal or sick leaves, instructors can avail the quizzes to these students outside of the time allowed for access (Figure 1). More importantly, it ensures that every student has equal and updated access to course material. Although not being able to attend the classroom lectures students can access the course materials at their convenience to learn at their pace and thus effectively enables the students to make up their study and tests. (Figure 2) Appendix I shows the overview of the CH102 Tien Trung 2 LMS class. Figure 2. Versatile setting options for Quizzes

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 6 In a traditional class, language learners are divided into groups for practicing speaking and the lecturer can only check a few groups for their performance because of the class time limit. There is no longer such limit for a LMS lesson. (Figure 3) Figure 3. Enable speaking activities for entire class Quizzes or Assignments can be designed to request ALL students to submit video/audio files for review and being graded. The same applies to doing the practices. (Figure 4). This conveniently ensures the equal opportunities for class participation for every student. Figure 4.In-class grammar practice/test for all students to participate The end result shows that the LMS classes achieve great engagement and attendance rates with high academic performance which is demonstrated in Appendix 1. 2. Centralized Learning, Everything in One Place for Total Accessibility Delivering your course through an LMS keeps the content centralized so all the students have a single source of content, instructions and questions; and, everybody is up-to-date and no textbooks of different releases. All courses,

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 7 materials and completion records – modules, pages, discussions, files, quizzes, assignments, grades, announcements, etc., are kept in one secure and easy-to-access place and on the cloud which means a 99.9% uptime77 and instant connection from anywhere, anytime—on just about any computer or smart handheld device. This helps in both reducing the risk of losing important data/content and enhancing the overall efficiency of the system. Modules. Use modules to organize course content and create a linear flow for what students should do in the course. Add files, discussions, assignments, quizzes, and other learning materials. Require prerequisites to be completed before moving to a module or next module item, or lock an entire module until a specific date. (Figure 5) Figure 5. Modules in Canvas Pages. Create interactive course content directly in Canvas. Pages can include text, multimedia, and links to files and other course content or pages. (See Figure 1) Discussions. Discussions allow students and instructors to communicate about course topics at any time. Create discussions for a grade, or facilitate discussions for students to exchange ideas and solve problems. (Figure 6) Figure 6. Discussions in Canvas 7 (2022). Instructure.com. https://statushistory.instructure.com/canvas.instructure.com

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 8 Files. Upload and store course files, or any other files needed to keep on hand. When you save assets in Files, they're easy to insert directly into modules, assignments, discussions, or pages. Distribute files to students from your course folder, or lock files until you're ready for the class to download them. (Figure 7) Figure 7. Files in Canvas Quizzes. Use quizzes to challenge student understanding and assess comprehension of course material. The New Quizzes assessment engine allows you to create up to 13 types of question types and content. (Figure 8) Figure 8. Quizzes in Canvas Assignments. Assignments include quizzes, graded discussions, and many types of online submissions (files, images, text, URLs, and media). (Figure 9) Assign them to everyone in a course, or assign different due dates for specific sections or users. Enable Peer Review so students can review each other's work. Create assignment groups to organize your assignments and to weight groups by percentage. (Figure 10)

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 9 Figure 9. Assignments in Canvas Figure 10. Assignments Groups for Weight Grades Grades. Display grades as points, percentages, complete/incomplete, or any other method that matches your course grading scheme, and filter and arrange Gradebook entries according to your preferences. Automatically apply a grade for missing or late submissions, and easily hide grades until you're ready for students to view them. (Figure 11) For simplified grading, use SpeedGrader to view and grade submissions. Figure 11. Grades in Canvas SpeedGrader. Allow instructors to view and grade student assignment submissions in one place using a simple point scale or complex rubric. Canvas accepts a variety of document formats and even URLs as assignment

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 10 submissions. Some document assignments can be marked up for feedback directly within the submission. You can also provide feedback to your students with text or media comments. (Figure 12) Figure 12. SpeedGrader in Canvas Syllabus. The Syllabus lets you communicate course objectives and share expectations with your students. Use the Syllabus description to clarify course objectives, preferred contact methods, and other details, or upload a PDF of an existing Syllabus. The Syllabus page can also display all assignments and events within the course. (Figure 13) Figure 13. Syllabus in Canvas Rubrics. Use Rubrics to communicate grading expectations and how students will be scored accordingly. Rubrics can be associated with assignments, discussions, and quizzes. Use a rubric solely for grading, or create a

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 11 non-scoring rubric specifically for assessment-based and outcome-based grading without points. Outcomes can be added as criteria items in rubrics. (Figure 14) Figure 14. Rubrics in Canvas Announcements. Share important information about your course and keep students informed. Announcements can include text, multimedia, and files. (Figure 15) Figure 15. Announcements in Canvas For a Canvas Free-for-Teacher account, at logging lectures will land at the Dashboard (Figure 16) where all your courses including the published and the work in process are displayed in cards view for quick access. With the availability of smart phones and connectivity to all students, their expectations of the accessibility of information have changed. LMS that can deliver learning to students wherever and whenever they are right now and ensure students that they have access to everything they need in one place as well. At logging students will land at their Dashboards where all the courses they enroll are held. (Figure 17) Students will also see the reminders of the “To Do” list showing them what quizzes and assignments need to be done and the due dates. Students can also set the Notifications function to update them instantly of any account wide or course specific announcement posted by the lecturers.

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 12 Figure 16. Lecturer’s desktop & mobile phone views of Dashboards in Canva Figure 17. Student’s desktop & mobile phone views of Dashboards in Canvas 3. Easy Distribution/Enrollment Teachers can distribute the course content just as easy as sending an email. Just upload your students in the LMS and invite them by email. Or copy-paste the URL of the course and send an email through your mail client. (Figure 18)

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 13 Figure 18. Enable self-enrollment in Canvas Instructors can also disable self-enrollment anytime and only allow students that are on the admission list to enroll in the course by only email addresses registered. To add students allowed for enrollment, go to People and then pick the +People function. (Figure 19) If you the +People function is whited out, check if the Course End Date is set before current date. It is just logical that you cannot add students when the course is already ended. (Figure 20) Figure 19. Manually register students

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 14 Figure 20. Current date must fall between the participation Start and End dates to add students All the students enrolled, either through self-enrollment or manually added by the instructor will appear in People. (Figure 21) Figure 21. List of enrolled students

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 15 4. Flexibility and Instant Content Delivery Lectures can quickly upload new or update any course components – modules, pages, discussions, files, quizzes, assignments, grades, announcements, etc., (Figure 22) and it will available to students instantly. At a click of the mouse the lectures can unpublish and republish any of the course components and even the entire course. Students can be allowed to self-enroll in a course and gain immediate access to the course. To enrich students’ learning experiences, Lessons can be enriched with video and audio and even keep up face-to-face interactions from inside the Canvas LMS. Pile on as much audio, visuals, and video as you’d like as long as not to exceed the Free-For-Teachers account’s 500MB limit for each course. Figure 22. A lesson (Module) composed of pages, discussions and quizzes in the Canvas CH102 course 5. Collaborative Tools With the collaborative tools students can interact with educators and peers all right in the Canvas LMS. Teachers can communicate with individual students, groups, or the entire class through messaging, audio notes, video, and more. And students can collaborate amongst themselves via chat group, video, and other messaging tools. Announcements. Keep students informed. Announcements can include text, multimedia, equation, table, embedded HTML code, and files. (Figure 23) Figure 23. Announcements and type of information allowed

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 16 BigBlueButton. The “BigBlueButton” is an open-source web conferencing system that enables teachers to conduct lectures, office hours, and student group meetings from a computer. (Figure 24) Broadcast real-time audio and video, share presentation slides, give demonstrations of applications and online resources, and more in real time. Figure 24. Tools available in BigBlueButton web conferencing system Collaborations. The “Collaborations” integrates with Google Docs to allow students to work collaboratively on tasks like group papers or note-taking. (Figure 25) The “Collaborations” page gives teachers and students an easy place to keep track of those collaborations, and also to set them up without having to swap emails. Figure 25. Google Docs integration Discussions. Encourage student discourse. Threaded discussions are perfect for keeping in-depth or longterm discussions organized, while Pinned discussions are best suited for short-lived exchanges.

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 17 Figure 26. Discussions as a collaborative toll 6. Flexibility/Mobile Learning Besides capability of enabling the 7/365 access of course materials and staying connected to students at all time, the responsive layout support from Canvas LMS can avail classes on multiple devices – PCs, tablets, mobile devices without teachers needing to create separate content for each type of devices because of their different display properties. Accessing the Canvas LMS through browsers provides easy and same access to everyone during online and traditional learning. Whether students want to access new content studying ahead and preparing for classes or revisit an old one to grasp the most from the educational content, they can set their learning schedule to do that anytime and anywhere. Although in reality, I do find that Canvas is not fully responsive. For example, it won’t scale the font size that you use in Pages, quizzes, Assignments and Discussions when viewing them from mobile phone. Font size 22 is probably the largest that you should use and you should manually review you course content on the mobile phones and tablets. Other than that, Canvas LMS does deliver the responsive experience that Instructure claims. 7. Increase Productivity SpeedGrader. LMS’s are designed inherently to handle the administrative stuff and allow the teachers to spend their time on teaching. As for Canvas the brightest spot has to be the SpeedGrader, which can cut grading time by 50%. All quizzes and assignments are computer graded on the fly as students answer questions and the grades are available for teachers’ review as well as students’ viewing instantly, if the teachers so allow that, with the exceptions of the media file submissions and essay type of assignments that still require manual grading. In the process of grading students’ speaking tests, I do find that Canvas may have bugs in its data base management system when retrieving files from especially vast number of media files submissions. SpeedGrader does allow teachers to easily overwrite the student’s computer grading in Gradebook. (Figure 27)

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 18 Figure 27. SpeedGrader allows easy overwrite computer graded scores Assignment Group. Assignments include quizzes, graded discussions, and many types of online submissions (files, images, text, URLs, and media). Teachers can create Assignment Groups (Figure 28, 29 & 30) and each assignment group can be weighted meaning that the weighted system calculates grade items as a percentage of a final grade worth 100%. Teachers can then allocate course assignments to different assignment groups and have all assignments under the group worth the same specified weighted value but each assignment worth a different value. With Canvas’ robust evaluation system, teachers can easily evaluate students before, during, and at the end of a course. Figure 28. Add/Edit Assignment Group to enable automatic weighted grading

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 19 Figure 29. Assign a Quiz to Assignment Group Figure 30. Illustration of weighted grading from applying Assignment Group function 8. Analytics, Insight Aplenty Tracking and Reporting. LMS has the system for tracking and documenting the learning journeys of each student. (Figure 31) Canvas allows instructors to keep track of a student’s progress in terms of course completion, identification of knowledge gaps (Figure 32), participation and engagement level (Figure 33), and time taken to complete the course. Course analytics serve up data that can help instructors increase student engagement by offering insights on how students are interacting with course materials. (Figure 34) Reporting is another powerful feature of Canvas that instructors can leverage to see at a glance who finished the course, who is half way and who didn't even start studying. These detailed reports can help instructors in the evaluation of course suitability and whether it requires any modification.

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 20 Figure 31. Learning journeys of each student

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 21 Figure 32. Identification of knowledge gaps Figure 33. Participation and engagement level

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 22 Figure 34. Course Activity Report offering insights on how students are interacting with course materials 9. Greater Flexibility and Space for Pedagogical Teaching Model Experiments Unlike traditional classroom-based teaching, where the instructor follows a prescribed approach, online methods of teaching with the help of an LMS allow instructors to easily experiment with the adopting various teaching techniques and quickly make adjustments based on students’ engagement, feedback and performance. Conclusion Implementing an LMS model for the higher education courses is the trend of the times and things that need to be done. Most importantly the LMS CH102 course implementation has delivered the most direct and greatest benefits to the students' learning. Verification in practice with hands-on teaching proves that LMS model is viable and effective. Supplemented by Internet Based Test (iBT), the LMS/MOOCs courses can effectively minimize the negative impact on the quality of Chinese language teaching and learning caused any force majeure events or irresistible factors in the future. iBT can manipulate all aspects of question presentation and answer style - speaking test, multiple choice, filling, essay, etc., as well as order, number of attempts, time limit and more. Taking TOFEL as an example, since the introduction of the iBT in 2005, it has completely replaced Computer Based Test (CBT) tests and TOFEL CBT was discontinued in the year 2006. HSK initially introduces iBT as an effort to combat the pandemic and it remains till this day. Classroom tech is here to stay and things will only get better. The combination of digitally literate students and teachers, the proliferation of new devices, and advances in digital education means that we’ve just begun to explore the potential of what tech can do. Educators that adopt these new tools early on will be at the forefront of education innovation. Build Comprehensive iBT Model Aiming to make complete the LMS course design and help students with preparing the final exam at the same time, the NGÂN HÀNG CÂU HỎI (NHCH) of CH102 is used as the framework to design the practice quizzes - iBT Final (1) and iBT Final (2). All NHCH’s 1235 questions are reviewed and rewritten almost entirely, including the questions themselves (examples shown in Appendix 2) and the way they are presented to explore the capabilities of Quiz – multiple choice, true/false, fill in the blank, fill in the multiple blanks, multiple dropdowns, matching, numerical answer, formula question, file upload question and text (no question). (Canvas Quizzes supports 13 types of questions, Figure 8) During the process, I have noticed that it is a direct compilation of the submissions of lectures of different level of competency and writing styles. There are also duplications, wrong vocabularies and grammars, inappropriate local dialect (e.g. 同屋, 伊妹儿, etc.), awkward sentences and sentences failing to express the intended meaning. A complete proofreading and examination to this CH102 test question repository is highly recommended. Below are some examples of the mistakes in the repository. Phần 2 Ngữ pháp 二、8. 给病人照顾的人 _____ ______ ______ _____。 （照顾病人的医护人员） A.的 B.就 C.护士 D.叫做三、144. 李老师 叫 A 哲学 B 和 C 科学 D 理论。 （教）

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 23 Phần Đọc hiểu 一、 *11）我们都是留学生（（田芳：你说是罗兰吗？他是法国留学 生。 （是说） *13）在海关留学生：我不太喜欢喝茶，但是带去送朋友。。 （来） 警察：你来中国学习汉语吗？ 关务员。In China, the Custom is not a public security agency.） 留学生：是啊，我去中国学习汉语，还了解中国文化历史呢。 （来） *17）哪位老师教你？玛丽：你觉得哪一门可容易？ 课） *19）玛丽在商店买羽绒服玛丽：这件太肥了，有没有瘦 一点儿的？。 （宽松，合身） *21）自我介绍是因为我们学什么文就去什么国家学习。 （学哪个语言 就去哪个国家学） Phần Đọc hiểu 二、 甲:我太胖了，这件衣服有点儿瘦，不太合适。 （紧） Proposed Framework for New Chinese Language Curriculum Making use of the students’ civic activities week, on Canvas I have put together a HSK 1-6 Self-Study Course https://canvas.instructure.com/enroll/GKH7PC (Course Code) which includes textbooks, workbooks, vocabs, audios, videos, mock/past tests, and more. Students were advised to do a selfplacement first to decide which HSK module to start with on the following website: https://www.hsklevel.com. Most of the materials are in Vietnamese except for the framework and teaching theories based on the European Union CEFR & EBCL intended for the new Chinese language curriculum covering CH101 to CH103 which are unpublished. New HSK 3.0 Savannah Billman February 24, 2022 Figure 35. HSK Is Becoming Harder!

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 24 Formulated by the Center for Language Education and Cooperation after nearly four years of development, the Chinese Proficiency Grading Standards for International Chinese Language Education was officially released in March 2021 by the Ministry of Education and the State Language Affairs Commission and implemented from July 1, 2021. The HSK 3.0 (Appendix 3) is becoming harder with more vocab at each level. Take HSK 3 for example, now it only requires 600 words, but level 3 in “new standard” requires 2245 words and adds requirements about hand writing Characters. Figure 36. Total vocabs required for HSK 3.0 vs. HSK 2.0 According to the new standard, HSK test is now having 3 stages and 9 levels instead of 6 levels adding the “Expert” levels 7-9 for those who are pursuing a master’s or Ph.D. in Chinese at an extremely high Chinese level. This newly made HSK “Advanced Test” level 7-9 comes into effect in March 2022. HSK 1-6 will be gradually adjusted and most likely not until 2024 - 2027 the current system of testing will be changed to reflect the new standard. The current examination effectiveness, content, reference vocabulary and form will remain unchanged for now. The validity of the obtained HSK 1-6 certificate will remains unchanged as well. Our current textbooks for “Tiế ng Trưng 1” and “Tiế ng Trưng 2” together cover about total 776 vocabularies, which are only able to include 85% of the 300 vocabs required by HSK 1&2. To what extent the additional 300 vocabs required HSK 3 can be covered remains to be inspected. By no means the VNU HCMC-AGU’s current Chinese language curriculums can survive the HSK 3.0 new standard. It is strongly recommended that FFL enacts a vocabulary centric, outcome oriented, tech-based effective new curriculums to prepare our students to take HSK1-6 as soon as possible and to get a better result even after HSK 1-6 is changed. It is essential to our students for the learning of Chinese language as well as to FFL’s own reputation.

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 25 Figure 37. Vocab check of current textbook against HSK 2.0 Thematic Teaching (Topic-Based Teaching) Common European Framework of Reference for Languages (CEFR) The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated in English as CEFR or CEF or CEFRL, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. One of the efforts made for designing the new HSK 3.0 standard is to better sync with the CEFR which is one of three frameworks ought to be referenced when developing the new Chinese language curriculum, especially the “domains” in which the language activities occur for designing the thematic teaching. CEFR was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. In November 2001, a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability. The Common European Framework divides learners into three broad divisions (A Basic user, B Independent user and C Proficient user) that can each be further divided into two levels (A1 Breakthrough, A2 Waystage, B1 Threshold, B2 Vantage, C1 Advanced and C2 Mastery); for each level, it describes what a learner is supposed to be able to do in reading, listening, speaking and writing. (Appendix 4) The CEFR has three principal dimensions: • Language Activities, • Domains in which the language activities occur, and • Competencies on which a person draws when they engage in them. Language Activities The CEFR distinguishes four kinds of language activities: 1. Reception (listening and reading) 2. Production (spoken and written) 3. Interaction (spoken and written) 4. Mediation (translating and interpreting) Domains General and particular communicative competencies are developed by producing or receiving texts in various contexts under various conditions and constraints. These contexts correspond to various sectors of social life that the CEFR calls domains: 1. Educational 2. Occupational

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 26 3. Public 4. Personal Competencies A language user can develop various degrees of competence in each of these domains and to help describe them, the CEFR has provided a set of six Common Reference Levels (A1, A2, B1, B2, C1, C2). The six reference levels are becoming widely accepted as the European standard for grading an individual's language proficiency. CEFR themes and sub-themes In CEFR three classifications of "Waystage" (A2), "Threshold" (B1), and "Vantage" (B2), each level has its corresponding "Themes" and "Sub-themes"8 . Under each sub-theme, there are several "specific notions" to illustrate its connotation. (Appendix 5) CEFR 在〈Waystage〉(A2) 、〈Threshold〉(B1) 、〈Vantage〉(B2) 三 分级，皆有对「主题（Theme）」及「次要主题（Sub theme）」的分类，在各个次要主题之下有若干个 「特定概念（specific notions）」，以说明其内涵。 <Waystage> level has 13 themes and 63 sub-themes; <Threshold> level has 14 themes and 81 sub-themes; <Vantage> level has 14 themes and 82 sub-themes. European Benchmarks for the Chinese Language (EBCL) The European Benchmarks for the Chinese Language (EBCL) is specially developed for European Chinese language learners. It includes the classification of Chinese characters, spoken language, written vocabulary and other items, as well as the classification of themes. In the context classification of EBCL, it is mainly divided into "Themes" and the related "Topics" under each theme. There are 25 themes and 109 topics in total, and each topic further has its own learning level setting.9 (Appendix 6) The themes and topics of EBCL cover grades comparable to CEFR A1.1 to B2, and a small part of C1, mainly for beginner to intermediate learners. The themes and topics of EBCL are specially designed for Chinese language learning, mainly for daily communication and situations encountered in daily life. TOCFL - Test of Chinese as a Foreign Language (Taiwan) The TOCFL, or Test of Chinese as a Foreign Language, is a standardized Mandarin exam administered by Taiwan. It aims to develop and establish an effective Chinese assessment system. The exam assesses the Mandarin proficiency of non-native speakers and overseas Chinese worldwide. Theme based teaching and learning (Appendix 7). Books Recommended for Course Development 1. The HSK Standard course series - recommended textbook series for tracking progress 8 Download CEFR Theme.docx (102 KB) 9 Download EBCL- List of Themes/Topics (Version 1, EBCL, 2012)

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 27 Published by Beijing Language & Culture University Press and authorized by the Confucius Institute Headquarters (Hanban) Links to an external site., the HSK stands for 汉语水平考试 (Hànyǔ Shuǐpíng Kǎoshì, Chinese Proficiency Test), the HSK series is a great place to start as they are based on the (only) official standardized proficiency tests for Mandarin Chinese in China. If you are looking for a linear course that you can follow to gradually build up your vocabulary and track your progress, then this series is for you. The HSK series textbooks come with an accompanying CD which includes recordings of all the vocabulary lists, dialogues, and texts. Be aware that they are only printed in simplified Chinese. • HSK 1 Standard Course - Textbook + Workbook (Chinese and English Edition) • HSK 2 Standard Course - Textbook + Workbook (Chinese and English Edition • HSK 3 Standard Course - Textbook + Workbook (Chinese and English Edition) • HSK 4a Standard Course - Textbook + Workbook (Chinese and English Edition) • HSK 4b Standard Course - Textbook + Workbook (Chinese and English Edition) • HSK 5a Standard Course - Textbook + Workbook (Chinese and English Edition) • HSK 5b Standard Course - Textbook + Workbook (Chinese and English Edition) • HSK 6a Standard Course - Textbook + Workbook (Chinese and English Edition) • HSK 6b Standard Course - Textbook + Workbook (Chinese and English Edition) 2. Integrated Chinese by Cheng & Tsui Published by Cheng & Tsui, this series consists of four different volumes, covering you up to the equivalent of HSK 4. All texts come with pinyin, and all texts come with both simplified and traditional characters. Cheng & Tsui is one of the most popular textbook series used in high schools and universities outside of China, especially in the United States. The Cheng & Tsui series come with accompanying workbooks, which provide a great way to reinforce all the content covered in the textbook. Their latest edition is also available as a web app version of the textbooks for those wishing to study the materials online. • Integrated Chinese, Volume 1 - Textbook (4th Edition)

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 28 • Integrated Chinese, Volume 1 - Workbook (4th Edition) • Integrated Chinese, Volume 1 - Character Workbook (4th Edition) • Integrated Chinese, Volume 2 - Textbook (4th Edition) • Integrated Chinese, Volume 2 - Workbook (4th Edition) • Integrated Chinese, Volume 2 - Character Workbook (4th Edition) • Integrated Chinese, Volume 3 - Textbook (4th Edition) • Integrated Chinese, Volume 3 - Workbook (4th Edition) • Integrated Chinese, Volume 3 - Character Workbook (4th Edition) • Integrated Chinese, Volume 4 - Textbook (4th Edition) • Integrated Chinese, Volume 4 - Workbook (4th Edition) • Integrated Chinese, Volume 4 - Character Workbook (4th Edition) 3. 成功之道 Business Chinese for Success-Real Cases from Real Companies (2nd Edition) Designed for Chinese readers of intermediate to advanced levels to further improve their language proficiency, Business Chinese for Success incorporates case studies of real companies doing business in China as its teaching materials. Case studies include looks at multinational companies like Starbucks, Wal-Mart, and Lenovo. The book succeeds by putting business Chinese instruction in a context relevant to most people engaging in business with China in the 21st century. Readers learn contemporary vocabulary that is actually in use in China today. Text materials are in both simplified and traditional Chinese, with pinyin and English translations included as appendix at the end of the book Other Work Engaged and Going Search Textbooks for Business English Course Co-teaching at one of the Business English classes offering me a glimpse of its current textbook Business Result Edition 2, pre-intermediate level that is published by Oxford in 2017 & 2018. When I heard that “Simon” was pronounced “seamen” in one of its recordings, that really just knocked me out. It is simply too British! The majority of Oxford University Press content is framed around British English; so, be warned — if you’re looking to learn anything other than British English, they may not be the best

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 29 business English books and you may need to supplement your learning with American resources. (Top 7 Textbooks to Learn Business English, 2021)10 Oxford University Press boasts an entire library on English Language Teaching, with over 200 textbooks, both printed and e-books to choose from. Business One and English Express are what recommended on Internet. The Express Series made up by a range of short, specialist English courses for different professions, work skills, and industries that can be completed in 25-30 hours is especially interesting. Titles in the ‘Express Series: Work Skills’ category focus on soft skills: English for Telephoning, English for Socializing, English for Presentations, English for Negotiating, and English for Emails. No recommendations are found for Business Result on Internet. Good Business English coursebooks need to be relevant meaning that the coursebooks are revised frequently to reflect the rapid changes of the business world and stay current or general enough so not to fall behind the times. It also needs to be functional and contain activities to support speaking, writing, reading and listening, so students can learn how to complete business functions in English. Also, be mindful the students’ levels – not only their English levels but equally important their Business English level. 11 (Ryan, 2015) Books worth investigation for LMS Business English Course development 1. Market Leader (Pearson/Longman) This business English book has been expertly developed alongside the Financial Times, one of the biggest financial news sources in the English-speaking world. Market Leader includes interviews, case studies, and specific business English skills like presentations, negotiations, meetings, and small talk. The book is available in five levels (Elementary, Pre-Intermediate, Intermediate, Upper-Intermediate, and Advanced), so instructor will be sure to find a fit that works for their students. “Market Leader” takes a four-skill approach to learning Business English with relevant and challenging communicative activities on every page. Each unit covers a theme and includes authentic reading materials, listening activities and case studies that really put things into perspective for the learners. Best for students at a lower-intermediate level or above and seeking to grow their skills while improving ESL in business. Market Leader pairs free online resources with the textbook for seamless and immersive learning. For additional support, Pearson offers complimentary specialist titles, including Accounting and Finance; Business Law; Human Resources; Logistics Management; Marketing; and Working Across Cultures. Plus, if students are looking to study for the Cambridge Business English Certificate (BEC), Market Leader offers specific support for the reading and writing elements for the top two levels, BEC Vantage (B2) and BEC Higher (C1). 2. Intelligent Business (Pearson/Longman) By featuring authentic material from the Economist, Intelligent Business introduces core business English concepts targeted at students who have not yet entered the business world. Intelligent Business considers itself as the most accessible business English book to students “whatever their level or business experience.” Intelligent Business also includes a “Skills Book for focused training in communication skills, including “Culture Profile” and “Grammar Reference” guides for quick access to functional business English. Like Market Leader, Intelligent Business offers study support for the CEF and Cambridge BEC exam. Students can access and download online review tests to check your progress and perfect your skills. Bilingual glossaries and business English dictionaries are especially helpful to business professionals that are new to business ESL. 3. ESL Business English (Lucas Burns) This is a great book with emphasis on communication and is designed to help the learners achieve fluency in all areas of business English by focusing on clear conversing in the workplace. It includes telephone communication, how to write business emails and memos, small talk, speeches and much more. 10 Top 7 Textbooks to Learn Business English. (2021, August 24). Language Learning with Preply Blog. http://bit.ly/3VvA4Mi 11 Ryan. (2015, February 7). 21 Business English Textbooks Your Students Will Love. FluentU English Educator Blog. https://www.fluentu.com/blog/educator-english/business-english-textbooks/#toc_25

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 30 4. English for Everyone: Business English Course Book (Dorling Kindersley) This is a complete self-study guide for learning business English meant for all levels. Students can use the guide on their own or take exercises from the book to complete them as a class. The guide is extremely visual and covers common words and phrases as well as relevant grammar. There are listening, writing and reading exercises, making the textbook extremely well-rounded. 5. 25 Business Stories (Merriam-Webster) This book uses real-life business stories and dialogues to help students learn more business English vocabulary and phrases. Not only will students learn more about business English, but they’ll also be learning about aspects of success and failure in the business world. This book includes notes on grammar and reading comprehension exercises and is best to use with more advanced learners. 6. Speak Better Business English and Make More Money (Language Success Press) Focusing on the more casual, everyday business English used by most businesspeople in the U.S., this book is from Amy Gillett, the author of the bestselling books Speak Business English Like an American, Speak English Like anAmerican. It includes hundreds of common business idioms and expressions on topics ranging from marketing to finance to HR issues. This can be the right book for the students, if they want to sound like the native US English speakers instead of the British accent. 7. English365 (Cambridge) English365 is a three-level course in Business and general English. Reflecting the work-life balance of busy adults, it enables learners to develop the English they really need for the social and business communication demands of their daily lives. The course is for and about professionals in a wide range of working environments, including traditional business contexts and the public and voluntary sectors. The book provides a global view of professional English in a wide range of environments. Each of the 30 Student's Book units provides at least 90 minutes' classroom teaching material. Whiteboard Software designed for use alongside the Level 1 Student's Book offers teachers a dynamic, flexible way to present and use the Student's Book material in class, including audio and hundreds of pictures and texts. Provide Consultation on Studying Aboard Students come to me asking for help with applying for admission and scholarship, and with recommendation letters. The following are the advice provided. Check accreditation For any university that students want to apply, firstly check the accreditation to make sure it is legit. Each country/area has its own accreditation: Europe https://www.gov.uk/check-university-award-degree USA https://ope.ed.gov/dapip/#/home Limit scope to higher rated universities Limit the scope to the top 100 universities. As far as how many applications to send out depends on the student’s budget and goals. The strategy play in principle is to apply one or two universities slightly above and below student’s credentials, and 3 to 4 universities within the range of student’s credentials. University rankings: USA https://www.4icu.org/us/a-z/ Europe https://www.4icu.org/Europe/ Asia https://www.4icu.org/Asia/ For studying in Taiwan, the following are good places to get started. Find your scholarship: https://bit.ly/3X5Ny2T Find your university: https://bit.ly/3WvUZ3a E

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 31 NGLISH-instructed Master Program: https://bit.ly/3IbTqmZ ENGLISH-instructed PhD Program: https://bit.ly/3I39gjH

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 32 Appendix 1 STUDENT ENGAGEMENT RATE AND PERFORMANCE Download detailed report to include all quizzes: D21 Final Score - Attendance and Participation.pdf

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LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 36 Appendix 2 EXAMPLES OF QUESTIONS REWRITTEN FOR NGÂN HÀNG CÂU HỎI CH102 TIẾNG TRUNG 2 三、阅读: 请读下面的会话或短文,注意会话或短文上有几个空格，然后在 A,B,C,D 四个备选中选择最符 合的答案来填空 (Đọc đoạn văn hoặc hội thoại sau, chú ý đến các khoảng trống của nó, rồi chọn đáp án thích hợp trong 4 lựa chọn A, B, C, D để điền vào chổ trống.) 人物画与风景画哪个难 A: 从技术层面上讲，人物画 ________）风景画难 。 比 B: 人体的结构比例、透视、肤 色、面目，我们都 ________）, 知道画 ________）好不好, 一看就知道。得风景画完全 是画家心境的展现，与物像本身的形体是否相像我们都 ________）知道, 不画 ________）像不像, 也没人知道。得 惜缘 A: 你去 ________）? 哪儿 B: 我和女朋友有约。 A: 她长得 ________）? 怎么样 B: 她 ________）高高的, 亭亭玉立、明眸皓齿, 个子 ________）我小几岁，人很好，知书达理，说起话来经常微笑。比 A: 你 ________）很喜欢、珍惜她！ 一定 加急办 B: 欢迎光临！请问有 ________）可以为您服务的？什么 A: 我这 ________）平板坏了，能不能修? 块 B: 能，但大概要一个星期。 A: 能快 ________）吗？一点儿 B: 加急服务，三天取。但要加 ________）钱。一点儿 A: 没问题，今天是三号， （________）取? 什么时候 公共场所禁烟 A: 先生，这儿禁止吸烟，请您 ________）抽烟。别 B: 那我 ________）外边去抽。到 A: 整个车站都是禁止吸烟。 B: 喔，好，不抽 ________）不抽。就 A: 请给我一 ________）去上海的高铁票。张 B: 这是您的票， ________）360 块钱。一共 搞错方向 A: 请问, 紫禁城 ________）走? 怎么 B: 那边路口有家百货公司。 A: 嗯，然后 ________）? 呢

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 37 B: 它前面有一条大马路, _______）那条大马路走就到紫禁城了。顺着 A: 怎 么走了那么久还没到呢。请问, 紫禁城是继续往北走吗? C: 不是，你越走越远了。去紫禁城 ________）往南走呢。得 A: 谢谢您。我 ________）方向搞错了。把 买水果 A: 请问这山东的边苹果 ________）钱一斤? 多少 B: 六块。 A: 我买 ________），要两斤吧。一点儿 A: 那日本的富士苹果怎么卖？ B: ________）贵，十二块钱一斤呢。有点儿 A: ________）我来一斤吧。给 B: ________）二十四块。一共 买茶叶 A: 我买 ________）茶叶。点儿 B: 你买 ________）茶叶? 什么 A: 我买龙井茶。 B: 一百八十块钱一斤, 您要 ________）? 多少 B: ________）九十块。一共 B: 谢谢, 收您一百， （________）您十块。找 进城 A: 你去 ________）了? 哪儿 B: 去城里了。 A: 你为什么 ________）要今天进城啊? 一定 B: 明天出差，我要买件毛衣带去。 A: 买着了 ________）? 没有 B: 我去了 ________）几家商店，才买着一件合适的。好 A: 商店里 ________）挂的都是最流行的各种颜色和样子? 不是 B: 可是价钱都很贵。 骑摩托车上学 A: 你是坐公车 ________）骑摩托车来上课? 还是 B: 我是骑摩托车来的。 A: 你骑了 ________）时间? 多长 B: 40 分钟。 A: 为什么骑 ________）长时间? 这么 B: 大马路上车太多，走巷道 ________）赶上上课时间。才 A: 骑车一定很辛苦了。 B: 还好，骑摩托车 ________）坐车好多了。比 农历年 A: 今年的农历年你在 ________）过? 哪儿

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 38 B: 跟每年一样, 回农村跟父母过。你 ________）? 呢 A: 我 ________）回韩国过。打算 B: 在韩国过农历年 跟越南人一样 ________）跟日本大多數地方一样不庆祝了? 还是 A: 韩国的春节，是仅次于中秋节的第二大节日。跟越南一样，最重要的习俗是祭祀祖先。 （________）我们不吃年粽，韩国最有名的是初一早上喝年糕片汤。可是 五一长假 A: 下星期就是五一劳动节长假了，我要去旅游，好好 ________）放松几天。地 B: 是 ________）? 我得留下来值班。如果能和你一样休假，那真好！吗 A: 我听主管说，今年轮班的人多，想休假的人 ________）请假。但是你最好早点儿去申请。能 B: 好极了! 我现在 ________）去。就 A: 已经 5 点了，办公室 ________）了，明天再去吧。下班 我考上驾照了 A: 我打了半天电话，你 ________）没有接? 怎么 B: 对不起，我戴了耳机在听音乐。 A: ________）你一个好消息, 我考上驾照了。告诉 B: ________）考上的? 什么时候 A: 前天。今天下午咱们 ________）开车去兜兜风吧? 一块儿 B: 我的车 ________）另一位朋友借走了，明天下午去吧。被 打电话 A: 请问是田公馆*吗? B: 是的, 请问你找 ________）? 谁 A: 请问田芳在吗？我 ________）麦克, 是田芳的美国同学。叫 C: 我是田芳。请问你是哪位？ A: 我是麦克。你下午有空儿吗？我们 ________）去书店买书，好吗？一起 C: 好, ________）点去? 几 A: 两点行吗？我来接妳，我们 ________）你家过去。从 *公馆 - 对别人的家的礼貌称谓 警局报案 A: 这位太太，请问来警局有 ________）事吗? 什么 B: 我的车子被偷了。 A: 请问您 ________）什么名字? 叫 A: 是本地车 ________）还是外地车? 还是 A: 請说说车子的 ________），另外，妳有车牌号吗? 样子 A: 您 ________）着急，我们一定帮您找到车子。不要 流浪地球 (電影) A: 今天下午你有没有要 ________）什么? 干 A: 没要干什么，就 ________）打个羽毛球吧。一起 B: 好。我正想运动运动、流流汗 ________）! 呢

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 39 A: 打完球休息一下，晚上我们去看电影。 B: ________）电影? A: 《流浪地球》。它可是 2019 年中國內地票房第二高的科幻大片。 B: 听起来让人期待! ________）点走? 几 寒假 王: 寒假你 ________）去哪儿？ 打算 李: 想去日本走走，今年学校 ________）放寒假？什么时候 王: 去日本 ________）? 什么地方李: 北海道。你跟我一起去 吗？ 王: 好啊！不过, 我先回家看看爸妈。在北海道呆 ________）天? 几 李: 大概一星期。我先订旅游团，等你从家里回来以后,我们再 ________）出发。一起 越南近代历史 王: 越南最后一个皇帝是 ________）? 谁 李: 是保大帝 越南语：Vua Bảo Đại）。 王: 再请教你一个有关保大帝的 ________）。问题王: 保大帝最终退位是 ________）一年? 哪 李: ________）是 1955 年。应该 李: 他 1945 年将权力和平地移交给胡志明，1949 年再回到西貢，成為越南国的臨時国家元首；1955 年，吳廷琰 Ngô Đình Diệm）操縱公民投票，保大帝被廢，隨後流亡法國。 报社记者 王: 我现在不当作家了，改到一家报社 ________）记者。 陈: 你呢? 现在做 ________）? 什么王: 我在 一 ________）律师楼上班。家王: ________）记者一定很有挑战性吧? 当 陈: 薪水还行, ________）工作紧凑、压力挺大。但是 在舞会上的系花王: 她是我们系的系花, 是 ________）我比我低两个 年级的学妹。比张: 她舞跳的简直就跟舞蹈演员 ________）好。 王: 功课好，多才多艺，人长 ________）又漂亮。得 张: 我想 ________）她交个朋友。跟 王: 追她条件好的人很多，她大概看不 ________）我们这样的一般人。 上 明天我爸妈来看我张: 你的房间今天怎么收拾 ________）得这么干净？得王: 明天我爸妈来 ________）我。看张: 他们 ________）来看你一次? 多 久张: 我家 ________）这儿很远, 他们久久才来一次。 离王: 你爸妈每次都是 ________）来吗？ 买鞋李: 你的新鞋真好看，在 ________）买的? 哪儿李: 在 网络上买有没有比较便宜？多少钱一 ________）? 双王: 网 购便宜很多。 李: 我喜欢 ________）JS 品牌的 3D 针织鞋 JS Shoe，不知道有没有? 穿

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 40 王: 除了网购，他们也有线下商店，离这儿 ________）,你可以去看看。不远 夜猫子老李: 您都 ________）这么晚才能睡吗？ 得老李: 您么晚才睡都在忙？ ________）呢? 什 么老王: 我是个夜猫子。 老李: 您今年 ________）年纪? 多大老王: 七 十八岁了,早 ________）退休了。就老李: 儿 孙跟您 ________）住? 一起越南旅游玛丽要 陪她的爸妈 ________）去越南旅游, 一起大 约是两个星期的 ________）,时间 ________）她们不知道去哪儿好。可是 越南朋友 ________）她: 告诉 想看海上桂林绝妙的风景去下龙湾； 想看世界上最大的洞穴的大自然奇观去丰芽基邦国家公园的 Hang Son Doong；想了解历史文化去令人流 连忘返的河内、会安的老城区, 顺化皇城复杂的美食举世闻名； 下江省在 Dong Van 和 Meo Vac 之间史诗般的远景令人叹为观止，是骑自行车者的绝佳去处；胡志明市 是最大、最国际化的城市。也是越南内心和经济活力的展现。美味的食物和充满活力的夜生活，从街头 的啤酒到时髦的酒廊，一应俱全。 玛丽决定和她的父母先去下龙湾、河内、会安和顺化，最后 ________）去胡志明市。再 售票厅在哪儿 麦克在上海 ________）了几个月, 住 ________）地铁很方便。发现 一天， 他坐地铁到外滩，想去 118 层 546 米高的上海中心大厦的观景台看 看, 他问一个路人，售票厅在 ________）? 哪儿那人问是 ________）去上海之 巅观光厅吗？要 您往那边看票，售票厅 ________）在入口处。就 买鸭仔蛋 爸爸 ________）刚上小学的儿子去买鸭仔蛋。让爸爸 ________）儿子: 告诉 鸭仔蛋能不能吃，你 ________）检查一下。先 不 ________），儿子就买来了。一会儿 但是，怎么每个鸭蛋都剥了壳、咬了一小口！看 ________）爸爸啼笑皆非。 不得不称赞儿子很聪明。 羊入虎口财主 ________）生日，通知穷人送寿礼。过穷人 ________）不送礼财主会找麻烦, 知道就把他那 ________）老母鸡拿 去换一壶酒当寿礼, 财主十分高兴。只财主说他的夫人 ________）他 小一岁，属虎的。比 明年她 ________）生日的时候，就送你养的那只羊吧。过

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 41 农村教书趣我今年 70 岁， （________）在 公司上班，原来现在已经 ________）了。退 休 身体和精神都还很好，整天呆 ________）无所事事，着 ________）很难过。觉得 现在到农村教点书，觉得高兴 ________）了。极 地球一小時 英语：Earth Hour）地球一小时是一个全球性节能活动，提倡于每年三月的最后一个星期六 当地时间晚上 20:30-21:30，家庭及商界用户 ________）开电灯及耗电产品一小时。都不自从 2008 年 起，活动被推广到世界各地，就 ________）没有停下来过。再也到了 2009 年，全球参加的国家 ________）2008 年增加了两倍, 比目前全球已经有超过 172 个国家一起响应了，到了 ________）地球 一小时，下个也许就会 ________）一个没有灯的地球了。出现 全家福照片王芳的爸爸过 90 岁生日，全家照了一 ________） 照片。张照片上前排中间坐 ________）的是她爸爸和妈妈, 着她 爸爸的 ________）是王芳的哥哥和嫂嫂、姐姐和姐夫。两旁后 排站 ________）的是王芳的姪女、姪子、外甥和外甥女。着王 芳的长 ________）比较像爸爸。得 一个“零”帮大忙小李经营着一家卖计算机 ________）商店。 的有几套去年的计算机，他想打折，便宜 ________）卖。点 儿 但是第一天，一套也没卖出去，因为客人还是嫌贵，晚上，小李干脆在定价 ________）加个零。后边 ________），又有人来买计算机。第二天 客人说这计算机不算太旧，价钱又便宜！去年的几套计算机很快就卖完了。 就一个“零” ________）小李的大忙。 帮了 习惯 我习惯一边听音乐一边做练习, ________）这样，我才能专心。只有 ________）我发现，后来我妈妈也 ________）一 边看电视, 一边做饭。经常 其实只是习惯的问题，做练习 ________）做饭边听音乐，跟本质上是 ________）的。一样 春节春节是中国四大传统节日中，最隆重、最重要的 ________）。一个春节的 ________）, 各地均有举行各种贺岁活动，时候贴年红、守岁、吃团年饭、拜年 等, 全家人热热闹闹 ________）在一起过节。地最喜欢过节的，就属孩子们了, 他们除了可以穿新衣 ________）, 以外还 ________）收到许多压岁钱。 马路如虎口昨天我开车去大使馆。大使馆 ________）我家很远。 离开始我开 ________）很慢，后来越开越快，一路超车。得后来 我发现许多路口都有用大字写 ________）: “测速照相” 着我发 现我开 ________）太快了，那样十分危险，也会被罚钱。得 我 ________）遵守交通规则，小心地慢慢儿开。应该

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 42 Appendix 3 HSK Test Vocabulary List New HSK Test 3.0 Vocabulary List New HSK 3.0 Band 1 New HSK 3.0 Band 2 New HSK 3.0 Band 3 New HSK 3.0 Band 4 New HSK 3.0 Band 5 New HSK 3.0 Band 6 New HSK 3.0 Band 7-9 HSK Test 2.0 Vocabulary List HSK 2.0 Level 1 HSK 2.0 Level 2 HSK 2.0 Level 3 HSK 2.0 Level 4 HSK 2.0 Level 5 HSK 2.0 Level 6 New HSK 3.0 Syllable List New HSK 3.0 Band 1-9 New HSK 3.0 Character List New HSK 3.0 Band 1-9 New HSK 3.0 Handwriting Character List New HSK 3.0 All Levels New HSK 3.0 Grammar New HSK 3.0 Band 1 New HSK 3.0 Band 2 New HSK 3.0 Band 3 New HSK 3.0 Band 4 New HSK 3.0 Band 5 New HSK 3.0 Band 6 New HSK 3.0 Band 7-9

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 43 Appendix 4 COMMON REFERENCE LEVELS The Common European Framework divides learners into three broad divisions that can each be further divided into two levels; for each level, it describes what a learner is supposed to be able to do in reading, listening, speaking and writing. A1 Breakthrough (CEFR 3.3): Common Reference levels - Global scale • Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. • Can introduce themselves and others and can ask and answer questions about personal details such as where they live, people they know and things they have. • Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. (CECR 3.3): Common Reference levels - Self-assessment grid Listening I can recognize familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly. Reading I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues. Spoken Interaction I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics. Spoken Production I can use simple phrases and sentences to describe where I live and people I know. Writing I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form. (CECR 3.3): Common Reference levels - Qualitative aspects of spoken language use Range Has a very basic repertoire of words and simple phrases related to personal details and particular concrete situations. Accuracy Shows only limited control of a few simple grammatical structures and sentence patterns in a memorised repertoire.

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 44 Fluency Can manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions, to articulate less-familiar words, and to repair communication. Interaction Can ask and answer questions about personal details. Can interact in a simple way but communication is totally dependent on repetition, rephrasing and repair. Coherence Can link words or groups of words with very basic linear connectors like "and" or "then". A2 Waystage (CEFR 3.3): Common Reference levels - Global scale • Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). • Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. • Can describe in simple terms aspects of their background, immediate environment and matters in areas of immediate need. Links to an external site.(CECR 3.3): Common Reference levels - Self-assessment grid Listening I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g., very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements. Reading I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters. Spoken Interaction I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself. Spoken Production I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job. Writing I can write short, simple notes and messages relating to matters in areas of immediate needs. I can write a very simple personal letter, for example thanking someone for something.

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 45 (CECR 3.3): Common Reference levels - Qualitative aspects of spoken language use Range Uses basic sentence patterns with memorized phrases, groups of a few words and formulae in order to communicate limited information in simple everyday situations. Accuracy Uses some simple structures correctly, but still systematically makes basic mistakes. Fluency Can make him/herself understood in very short utterances, even though pauses, false starts and reformulation are very evident. Interaction Can answer questions and respond to simple statements. Can indicate when he/she is following but is rarely able to understand enough to keep conversation going of his/her own accord. Coherence Can link groups of words with simple connectors like "and, "but" and "because". B1 Threshold (CEFR 3.3): Common Reference levels - Global scale • Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. • Can deal with most situations likely to arise while travelling in an area where the language is spoken. • Can produce simple connected text on topics that are familiar or of personal interest. • Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. (CECR 3.3): Common Reference levels - Self-assessment grid Listening I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programs on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. Reading I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters. Spoken Interaction I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g., family, hobbies, work, travel and current events). Spoken Production

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 46 I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions. Writing I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions. (CECR 3.3): Common Reference levels - Qualitative aspects of spoken language use Range Has enough language to get by, with sufficient vocabulary to express him/herself with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel, and current events. Accuracy Uses reasonably accurately a repertoire of frequently used "routines" and patterns associated with more predictable situations. Fluency Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production. Interaction Can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest. Can repeat back part of what someone has said to confirm mutual understanding. Coherence Can link a series of shorter, discrete simple elements into a connected, linear sequence of points. B2 Vantage (CEFR 3.3): Common Reference levels - Global scale • Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in their field of specialization. • Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. • Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. Links to an external site.(CECR 3.3): Common Reference levels - Self-assessment grid Listening I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programs. I can understand the majority of films in standard dialect. Reading I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose.

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 47 Spoken Interaction I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views. Spoken Production I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. Writing I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences. (CECR 3.3): Common Reference levels - Qualitative aspects of spoken language use Range Has a sufficient range of language to be able to give clear descriptions, express viewpoints on most general topics, without much conspicuous searching for words, using some complex sentence forms to do so. Accuracy Shows a relatively high degree of grammatical control. Does not make errors which cause misunderstanding, and can correct most of his/her mistakes. Fluency Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he or she searches for patterns and expressions, there are few noticeably long pauses. Interaction Can initiate discourse, take his/her turn when appropriate and end conversation when he / she needs to, though he /she may not always do this elegantly. Can help the discussion along on familiar ground confirming comprehension, inviting others in, etc. Coherence Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse, though there may be some "jumpiness" in a long contribution. C1 Advanced (CEFR 3.3): Common Reference levels - Global scale • Can understand a wide range of demanding, longer clauses and recognize implicit meaning. • Can express ideas fluently and spontaneously without much obvious searching for expressions. • Can use language flexibly and effectively for social, academic and professional purposes. • Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices. (CECR 3.3): Common Reference levels - Self-assessment grid Listening

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 48 I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signaled explicitly. I can understand television programs and films without too much effort. Reading I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialized articles and longer technical instructions, even when they do not relate to my field. Spoken Interaction I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skillfully to those of other speakers. Spoken Production I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. Writing I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select style appropriate to the reader in mind. (CECR 3.3): Common Reference levels - Qualitative aspects of spoken language use Range Has a good command of a broad range of language allowing him/her to select a formulation to express him/ herself clearly in an appropriate style on a wide range of general, academic, professional or leisure topics without having to restrict what he/she wants to say. Accuracy Consistently maintains a high degree of grammatical accuracy; errors are rare, difficult to spot and generally corrected when they do occur. Fluency Can express him/herself fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a natural, smooth flow of language. Interaction Can select a suitable phrase from a readily available range of discourse functions to preface his remarks in order to get or to keep the floor and to relate his/her own contributions skilfully to those of other speakers. Coherence Can produce clear, smoothly-flowing, well-structured speech, showing controlled use of organisational patterns, connectors and cohesive devices. C2 Mastery (CEFR 3.3): Common Reference levels - Global scale • Can understand with ease virtually everything heard or read.

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 49 • Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. • Can express themselves spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations. (CECR 3.3): Common Reference levels - Self-assessment grid Listening I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent. Reading I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialized articles and literary works. Spoken Interaction I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it. Spoken Production I can present a clear, smoothly flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points. Writing I can write clear, smoothly flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works. (CECR 3.3): Common Reference levels - Qualitative aspects of spoken language use Range Shows great flexibility reformulating ideas in differing linguistic forms to convey finer shades of meaning precisely, to give emphasis, to differentiate and to eliminate ambiguity. Also has a good command of idiomatic expressions and colloquialisms. Accuracy Maintains consistent grammatical control of complex language, even while attention is otherwise engaged (e.g. in forward planning, in monitoring others' reactions). Fluency Can express him/herself spontaneously at length with a natural colloquial flow, avoiding or backtracking around any difficulty so smoothly that the interlocutor is hardly aware of it. Interaction

LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 50 Can interact with ease and skill, picking up and using non-verbal and intonational cues apparently effortlessly. Can interweave his/her contribution into the joint discourse with fully natural turn taking, referencing, allusion making etc. Coherence Can create coherent and cohesive discourse making full and appropriate use of a variety of organizational patterns and a wide range of connectors and other cohesive devices. Common Reference Levels The Common European Framework divides learners into three broad divisions that can each be further divided into two levels; for each level, it describes what a learner is supposed to be able to do in reading, listening, speaking and writing. Level group Level Description A Basic user A1 Breakthrough The ability to communicate and exchange simple information is demonstrated at the most basic level. To meet their needs, the language learner can use and understand common terms and simple phrases. They can, for example, present themselves in front of others and engage in talks about personal matters such as belongings, acquaintances, and where they live. When the other person speaks slowly and tries to help, the language learner can understand the dialogue at this level. A2 Waystage The A2 level refers to the ability to speak about everyday needs in the language, which is a slight improvement above A1. The person can grasp the everyday language, describe their immediate surroundings, and respond to regular and direct questions. B Independent user B1 Threshold This level shows a limited ability to express oneself in known situations and to deal with unfamiliar situations in general. The language learner can comprehend the most important details about leisure, employment, and school. They can also convey their objectives, future events, desires, and dreams, as well as provide concise explanations for their plans and ideas. In a region where the target language is widely spoken, they will most likely feel at ease talking. B2 Vantage This level exhibits the ability to achieve most objectives and communicate oneself on a variety of themes. The language learner can understand the main ideas in a complicated text on both abstract and concrete topics, such as technical conversations in their field of work. They can converse with native speakers with ease and spontaneity, reducing strain on both parties. C Proficient user C1 Advanced The C Level refers to advanced degrees of language competency and is defined as a level at which a person can easily speak, write, and talk in a foreign language. The fluency has also increased significantly, and the vocabulary has grown significantly. This level denotes a person’s ability to utilize the language effectively and efficiently in academic or professional situations. C2 Mastery This is the highest degree of proficiency, indicating the candidate’s ability to communicate freely in a foreign language. The ability to argue and explain one’s point of view, as well as perceive the finer nuances of the language, adds to a person’s fluency and vocabulary. To put it another way, this is the closest a person can go to speaking the language fluently.