AC9LC6C05 Year 5 Languages

AC9LC6C05 – Year 5 Languages: Creating text in Chinese

Strand

Communicating meaning in Chinese

Substrand

Creating text 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

create and present informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, textual conventions, familiar characters and/or Pinyin

Elaborations

•
completing a role-play with their own creative input, based on a familiar text, changing the main characters and items to suit their own preference, for example, changing the Brown Bear story to become a story about a native animal from a Chinese-speaking country, or changing the main characters and adapting the story of the 三个和尚, 嫦娥
• experimenting with storytelling techniques by following provided models of narrative texts, for example, rewriting 她有七色花, 红色, 蓝色, 白色... and replacing 花 with 气球 and writing 她有七色气球, 红色, 蓝色, 白色
• designing a poster about a favourite celebrity and presenting the information to their peers, describing the celebrity’s nationality, age, family, interests and hobbies, likes, dislikes, where they live, and why they like the celebrity, for example, 我喜欢她因为她很努力
• creating a class print or digital poster, locating and describing, in Chinese, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
• collaboratively creating and performing a role-play based on a storybook by identifying and using key language from the text
• producing a Chinese brush painting, labelling items in Chinese language from a modelled list such as 毛笔, 颜色, 纸, 竹, and describing the pictures using conjunctions 然后, 所以, 现在
• using modelled language, writing and presenting a ‘show and tell’ about topics that pairs of students have in common, such as pets, likes and dislikes, sports, and including something they would like to see in a Chinese-speaking country such as 我们都喜欢…

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.