AC9LC8EC04 Year 7 Languages

AC9LC8EC04 – Year 7 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Chinese

Substrand

Mediating meaning in and between languages

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

locate and process information and ideas in familiar spoken, written and multimodal texts, responding in ways appropriate to cultural context, purpose and audience

Elaborations

• reading online blogs and posting comments using supporting images in their own writing, for example, using emoticons such as >_
• representing gathered information by restating key phrases and explaining reasons for actions and feelings, for example, 她很高兴，因为
• summarising the findings of a class survey for an in-person presentation, or in digital or visual format, such as a poster or wall chart, for example, interviewing people about their experiences 他每天走路上学, and presenting this information to the class, quoting the source of information 老师说…
• listening to, reading or viewing First Nations Australian authors’ stories and responding to them in spoken or written Chinese
• obtaining the gist or specific information in spoken texts by focusing on familiar, predictable items in a flow of words, as well as features of voice, gesture and word choice, for example, recognising the emotion and degree of enthusiasm or dislike expressed such as 我一点儿也不喜欢… compared with 我不喜欢…
• researching a famous Chinese-speaking person or historical event and presenting the information in a profile or timeline
• reading familiar text types (shopping brochures, etc.) and understanding particular phrases such as 八折, and working out the final price with the support of online dictionaries and word lists

Show 2 more elaborations

• viewing audiovisual texts, such as a Chinese-language cooking program, and answering questions from classmates about some famous Chinese or Taiwanese dishes, for example, 古老肉, 狮子头, 柠檬鸡片, 小笼包, 盐酥鸡
• locating and identifying key information in written texts (advertisements, catalogues, menus, packaging, etc.) to locate key points of information in relation to elements such as product, number, price, target audience, and suitability to recycle, for example, 回收纸, 回收塑料

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.