AC9LC6U02
Years 5 to 6
Languages
AC9LC6U02 | Years 5 to 6 Chinese: Understanding systems of language
Content Descriptor
Content descriptor use knowledge of modelled sentence structures, formulaic expressions and some characters and writing system features to compose and respond to texts, using appropriate punctuation and textual conventions
Second language learners · Foundation to Year 10 sequence
Strand
Understanding language and culture
Substrand
Understanding systems of language
This content descriptor sets out learning for Years 5 to 6 Chinese · Second language learners · Foundation to Year 10 sequence. Use it to plan lessons and assessment with the Australian Curriculum v9.
Elaborations
- • Elaboration handwriting modelled Chinese sentences or experimenting with the Chinese keyboard, inputting Pinyin and choosing Chinese characters, for example, writing an email to a pen pal in a school in China, or in another Chinese-speaking country/region, sharing simple self-introductions and asking simple questions
- • Elaboration developing understanding of character construction, stroke order and structure, for example, exploring components in Chinese language such as radicals 氵, 亻, and 艹
- • Elaboration exploring features and conventions of Chinese texts, including lack of word spacing or use of punctuation, comparing texts in traditional characters with texts in simplified characters such as 門, 门, and variability in text direction in Chinese and other scripts such as Arabic, Japanese and Hindi
- • Elaboration choosing appropriate pronouns and labels when referring to others in interactions, for example, 您/你, 小张/张晓琴, and using 的 as a possessive 我的书, 你的
- • Elaboration developing simple sentences using frequently used verbs 有, 要, 是, 会, 喜欢 including negation 没有, 不是, 不要, 不会
- • Elaboration applying processes of discourse development, such as using joining words 也, 和, contrasting words 但是 and sequencing 就 information in modelled sentences
- • Elaboration using subject+verb+object but expressing meaning from 我有狗 to 我的妈妈有狗 to 我的妈妈有三只黑色的狗, moving from simple to more complex expressions
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- • Elaboration discussing and identifying words that all have a similar component such as electricity 电脑, 电影, 电话, vehicles 车, 自行车, 汽车, 火车, meals 晚饭, 吃饭, 早饭, ball games 足球, 篮球, 网球
- • Elaboration using squares to write individual characters, and using appropriate punctuation such as full stops and double quotation marks to signal a quote
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