AC9LC8EU02 Year 7 Languages

AC9LC8EU02 – Year 7 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

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 knowledge of, and use sentence structures, characters and writing system features, to understand and create spoken, written and multimodal texts

Elaborations

• applying knowledge of characters to learn to read and write new characters, and developing strategies for learning, for example, making connections between characters with a common component 你, 他, 们
• learning the origins and features of components encountered in characters, and analysing the formation of characters, including recognising the frequency and positioning of common components such as 人, 女, 日, 月 and their function or relationship to a compound character such as 亻in 他, 认, 从
• identifying contextual meanings of key characters in diverse contexts, for example, 今天 versus 天空; 星期日 versus 日本; 你好 versus 好玩
• identifying the placement of time and place phrases; the use of conjunctions 和 to add information; 还是 and 或者 to offer or indicate choices, and the role of measure words such as 个, 只
• recognising markers of time such as 第二天 in a sequence of events to monitor information flow and assist reading for overall meaning
• analysing the variety of verb types found in Chinese, for example, adjectival verbs 高, 大 and modal verbs 会, 可以 and the placement and use of adverbs such as 都 to indicate inclusion; 就 to indicate sequence
• identifying the relationships between the meaning of individual characters in words and exploring how these frequently used characters apply in a wider range of word contexts

Show 3 more elaborations

• learning the number, nature and sequence of strokes; exploring the range of stroke types used in characters; learning to write with a focus on stroke direction and order, and on balance and proportion within the square
• exploring features and conventions of Chinese texts, including lack of word spacing or use of punctuation, comparing texts in traditional characters with texts in simplified characters such as 門, 门 and variability in text direction in Chinese and other scripts such as Arabic, Japanese and Hindi
• explaining the use of common suffixes 子, 里, 面 and key morphemes 电, 家, 物, 机

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.