AC9LC6C02 Year 5 Languages

AC9LC6C02 – 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

participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas

Elaborations

• preparing performances celebrating important events in a Chinese-speaking country’s calendar to present at school assemblies and raise community understanding of aspects of culture, for example, presenting a 太极 performance, a lion dance, or a Spring Festival song 恭喜恭喜, and posting Chinese language written information about the event on the school website as an advertisement or notice
• participating in the planning and presentation of a role-play with peers, such as an imagined trip to Taiwan, Hong Kong, Singapore or Malaysia, ordering food and discussing preferences, meeting new people, inviting people to birthday/dinner, or making a phone call, for example, 我们去北京, 好吗？, 多少钱？我要买。
• asking, giving and following directions to real or imaginary locations using digital tools to access mapping applications, using key language, for example, 向右
• exchanging ideas and opinions in class discussions, expressing agreement, disagreement, negotiating, and listening to others’ suggestions, for example, 我们星期二去公园种树吧
• using set phrases to seek permission or borrow items from peers or teacher, for example, 我可以上厕所吗？, 好的, 谢谢

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.