AC9LC8C01 Year 7 Languages

AC9LC8C01 – Year 7 Languages: Interacting in Chinese

Strand

Communicating meaning in Chinese

Substrand

Interacting in Chinese

This Content Descriptor from Year 7 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 exchanges in familiar and some unfamiliar contexts related to students’ experiences, feelings and views, adjusting their language in response to others

Elaborations

• sharing opinions about school or family life, including 我的学校, 我的老师, 我的好朋友, 我的一家人, and linking ideas to explain and support a position or view, for example, 我的姐姐喜欢音乐, 也很喜欢体育
• exploring ways to initiate an interaction by selecting and incorporating modelled structures to adjust to new contexts such as 你有没有书？ versus 你有书吗？, using other question words, 什么, 几, responding to yes/no questions using 是, 不是; 有, 没有; 好, 不好; 去, 不去; 工作, 不工作, concluding an interaction 祝你生日快乐！明天见！谢谢！
• participating in conversations to exchange information with others including personal experiences, and expressing opinions about what is common to these experiences, for example, 你好！你叫什么名字？你是哪国人？and 我的老师很好。同学们都很喜欢他。
• discussing school life or hobbies, and asking questions to seek ideas and enhance mutual understanding, for example, 我不喜欢听音乐。我喜欢看书。你呢？

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASLANCHISLF10Y78

Year 7 Languages Achievement Standard

By the end of Year 8, students initiate and maintain interactions in Chinese language in familiar and some unfamiliar contexts related to a range of interests and experiences. They use Chinese to collaborate and problem-solve, and adjust language in response to others. They interpret information, ideas and opinions in texts. They demonstrate understanding of similarities and differences between languages, in both familiar and some unfamiliar cultural contexts, by adjusting and reorganising responses. They select and use vocabulary, sentence structures, expressions and levels of formality, to create texts. They select and use characters appropriate to context and begin to use Pinyin to transcribe spoken words and short modelled sentences.Students apply the conventions of spoken Chinese, including differences in sounds and tones, to develop fluency and demonstrate understanding of writing system features and the role and function of character components. They demonstrate understanding that spoken, written and multimodal texts use different conventions, features and linguistic structures to convey meaning. They comment on structures and features of Chinese text, using metalanguage. They reflect on how the Chinese language, culture(s) and identity are interconnected, and compare this with their own language(s), culture(s) and identity.