AC9LC8EC06 Year 7 Languages

AC9LC8EC06 – Year 7 Languages: Creating text in Chinese

Strand

Communicating meaning in Chinese

Substrand

Creating text 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

create spoken, written and multimodal informative and imaginative texts, for familiar contexts and purposes using appropriate vocabulary, expressions, sentence structures and some textual conventions, and familiar characters and/or Pinyin

Elaborations

• producing short performances, for example, using both characters and Pinyin for support, writing and performing a skit about celebrating festivals or making a video about food 这个东西太好吃了！是什么？
• writing a short dialogue about an emotion and performing it in groups, for example, 汉堡包太好吃了！
• using multimodal texts such as stories and vlogs, creating alternative versions of stories or action songs, incorporating voice, rhythm and gestures to animate characters, or using support materials such as drawings or story maps to create visual contexts, for example, changing the animals in 两只老虎 to 三只老鼠
• creating a print or digital poster in Chinese to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
• creating a menu for a class restaurant using images and characters and using it to take part in an imagined restaurant experience
• composing a self-introduction speech for a “Who are we?” video compilation of all members of the class
• writing a short picture book story with speech bubbles or basic text to read to other students

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.