AC9LC8EC02 Year 7 Languages

AC9LC8EC02 – 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

develop Chinese language to interact in classroom exchanges, routines, tasks and responsibilities

Elaborations

• asking questions, for example, using modelled language, interacting with a real or imagined new student, 你好！我叫...。你叫什么名字？我是澳大利亚人, 你呢？
• engaging in class discussion by responding to questions such as 你喜欢运动吗？, and using modelled language to express agreement and disagreement with others’ opinions, for example, 对, 我也很喜欢运动
• responding to correspondence (emails, text messages, postcards, etc.) by answering questions, and clarifying meaning, for example, 你说你想来澳大利亚, 是吗？and seeking further information, for example, 你想一月份来吗？
• using Chinese to interact in classroom routines and responding to instructions, for example, 请举手, 把手放下 and playing games where students take turns role-playing 'the teacher’, giving each other instructions with actions such as 请安静, 起立, 请坐, 写, 听, 看, 请看白板, 请给我...
• apologising and requesting or asking permission from peers and the teacher, for example, 我可以上厕所吗？; 谢谢。不客气。; 对不起。没关系。
• exchanging greetings with peers and others, choosing suitable greetings to match age or position, for example, 您好, 老师好 or time of day, 你早, 晚安, and using appropriate tone and intonation

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASLANCHISL7_10Y78

Year 7 Languages Achievement Standard

By the end of Year 8, students use Chinese language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They recognise relationships between spoken and written forms. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in Chinese or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language, and modelled sentence and grammatical structures to create texts, and demonstrate understanding of how some language reflects cultural practices. They use some familiar characters and Pinyin to support learning.Students approximate Chinese sound patterns, tones, intonation and rhythms, and recognise the function of tone-syllables and Pinyin. They demonstrate understanding that Chinese has rules for characters, grammar, non-verbal, spoken and written communication. They comment on aspects of Chinese and English language structures and features, using metalanguage. They demonstrate awareness that the Chinese language is connected with culture and identity, and how this is reflected in their own language(s), culture(s) and identity.