In teaching Chinese as the second foreign language, the choice of teaching method is important. The paper discusses the use of the Understanding By Design (UBD) model, which in its content can be defined as a model of “feedback design of the educational process”. The purpose of the study is to create a draft model of teaching reading and writing in Chinese based on theoretical and practical experience in order to individualise the learning process and improve the effectiveness of mastering Chinese as a foreign language. Material and methods The analysis of learning Chinese as the second foreign language has brought out a number of difficulties: 1) development of a strategy of the learning process, the process of studying and systematising materials, the organisation of the process of repeating the learnt material; 2) selection of textbooks; 3) formation of students' reading and writing skills. The study analyses scientific papers and educational materials by Russian and Chinese authors. The study was conducted in Russia using experimental search work on the basis of the Department of Foreign Languages and Translation of the Ural Federal University (UrFU). The study involved students of the 4th year of the Bachelor's Degree in Linguistics, and students of the 5th grade of the school of foreign languages “Language for Success”. Results and discussion. The article discusses the application of the UBD model (“feedback design of the educational process”) in teaching reading and writing in Chinese using game methods..
Conclusion. In this study, the proposed UBD (“feedback design of the educational process”) model for teaching reading and writing in Chinese increases the effectiveness of the teaching methods used, since students participate in the design of the educational process.