AC9LC10C05
Years 9 to 10
Languages
AC9LC10C05 | Years 9 to 10 Chinese: Creating text in Chinese
Content Descriptor
Content descriptor create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, sentence structures and textual features and conventions to engage different audiences
Second language learners · Foundation to Year 10 sequence
Strand
Communicating meaning in Chinese
Substrand
Creating text in Chinese
This content descriptor sets out learning for Years 9 to 10 Chinese · Second language learners · Foundation to Year 10 sequence. Use it to plan lessons and assessment with the Australian Curriculum v9.
Elaborations
- • Elaboration using appropriate digital tools, and producing cartoon scripts to express traditional Chinese values, for example, 孔融让梨 and 愚公移山 or presenting a voice-over for a segment from a familiar television show or commentating a youth sporting event
- • Elaboration creating plays with plots that reflect personal opinions on topics of interest such as 旅行, 未来, using props to support storytelling, and experimenting with language, image and sound to convey complex ideas and enhance audience appreciation
- • Elaboration composing a range of informative texts, using a variety of formats for different contexts, purposes and audiences, for example, writing a speech to welcome a class of Chinese-speaking students who are being met online in a class activity or writing an email to a Chinese-speaking friend about something that has recently occurred
- • Elaboration writing a journal entry, or contributing to a school newsletter in Chinese reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
- • Elaboration creating visual displays of data or information gathered from personal research or overseas trips to share with peers on features of lifestyle or experiences of Chinese-speaking youth, for example, educational opportunities, outdoor and sporting activities across the seasons, or a typical weekend for a teenager in different Chinese-speaking countries/ regions such as Singapore, Taiwan or Hong Kong or different areas within Mainland China
- • Elaboration using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the atmosphere of a busy morning in a Chinese town 车水马龙, 人来人往, 人山人海
Plan a lesson from this content description.
Start freeAchievement standard statements this supports
- They create texts, selecting and manipulating language for a range of contexts, purposes and audiences.See it on the standard page →
- They apply and use complex sentences and structures to create and respond to spoken and written texts.See it on the standard page →
- They use a variety of tenses to sequence events and use language devices to enhance meaning and cohesion.See it on the standard page →
- They select and use a variety of characters appropriate to context, using Pinyin to transcribe spoken texts.See it on the standard page →