AC9LC6C01 Year 5 Languages

AC9LC6C01 – Year 5 Languages: Interacting in Chinese

Strand

Communicating meaning in Chinese

Substrand

Interacting in Chinese

This Content Descriptor from Year 5 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

initiate and sustain modelled exchanges in familiar contexts related to students’ personal world and school environment

Elaborations

• asking and responding to questions such as 你喜欢运动吗？ and making sure that other participants are included in the interaction such as 你呢, for example, participating in an online meeting with Chinese-speaking peers and taking turns asking and answering questions about school
• playing speaking games that practise modelled sentences and question words, for example, 你是哪国人？你是中国人吗？ or 谁, 什么时候, 什么, 哪里
• using digital tools (tablet, etc.) to video and exchange a detailed self-introduction including year level 六年级 hobbies 爱好, sports 运动, nationality 国籍, likes and dislikes or family information for other Chinese-speaking peers to respond to
• responding to the teacher’s or peer questions, such as 准备好了吗？懂了吗？做完了吗？, with actions or answers
• developing conversation skills for familiar topics, such as staying on topic, following up with questions, recognising non-verbal cues to show interest and understanding, and using basic interjections, for example, 真的吗, 太好了

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANCHISLF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in Chinese language that are related to their immediate environment. They use key features of pronunciation and intonation, recognising stress and phrasing in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas, and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Chinese or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type. They use familiar characters appropriate to context and Pinyin.Students apply rules for pronunciation and intonation, writing, character formation, punctuation and modelled structures, when creating and responding in Chinese. They compare language structures and features in Chinese and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.