AC9LC8C02 Year 7 Languages

AC9LC8C02 – 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

collaborate in activities that involve the language of transaction, negotiation and problem-solving to plan projects and events

Elaborations

• organising a class or school celebration such as celebrating Spring Festival 拜年 and Mid-Autumn Festival 吃月饼, sharing suggestions and delegating roles
• participating in role-plays of shopping scenarios, including expressing opinions about the quality of goods such as 这条红色的裤子真好看, making comparisons such as 这件比那件便宜, and expressing satisfaction or dissatisfaction with price such as 太贵了
• visiting Chinese-owned stores in the local area, replicating a store in a virtual world or role-playing imaginary shops, specifying the number or nature of items required; requesting, negotiating and accepting prices; and completing transactions, for example, 我们什么时候去...？, 我们去哪儿买？, 我们要买什么？

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.