AC9LC8EU04 Year 7 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.

recognise how identity is shaped by language(s), culture(s), beliefs, attitudes and values

Elaborations

• 1 discussing how different roles and relationships are reflected in or impacted by word choices, for example, whether/when it is appropriate to ask someone’s age, when to say 你几岁？ or 你多大了？ or when to use 你属什么？
• 2 identifying aspects taken for granted in communication such as a shared understanding of gesture, body movement and word meanings, and comparing ways people interact across cultures, for example, asking, “How do Chinese-speaking people use gesture?”, “Which non-verbal cues are shared with English speakers?”, “Do they mean the same thing in both cultures?”, “How does not understanding these differences impact on how we perceive each other?”
• 3 discussing identity and cultural values reflected in language use, (in relation to celebrations, etc.) and how they influence interactions, for example, asking, “In the colloquial phrase 合家团圆, what is 团圆?”, “Why wish people 团圆?”, “Does this have the same meaning in Australian culture(s)?”, “What is the relationship between language use and values in this phrase?”
• 4 examining how First Nations Australians’ languages have strong connections to Country/Place and how these can be compared to language variation across Chinese-speaking countries and regions/regional dialects
• 5 considering the different ways of addressing people in authority 李老师, 王校长 and discussing how the organisation of information reflects concepts of hierarchy and authority, for example, the placement of the date in personal correspondence; how the address is organised on a letter 小区名, 楼号, 楼, for example, 龙江小区蓝天园15栋2单元504室
• 6 viewing interactions in Chinese between peers or in texts (a segment of a movie, etc.), and interpreting the meaning of the dialogue as well as comparing culturally determined manners or behaviour
• 7 comparing their own experiences to the lives of young people in different Chinese-speaking countries, for example, 我觉得 7:30上学太早, 我不坐地铁上学, 我坐公共汽车上学
• 8 reading jokes or cartoons in Chinese and discussing how humour is conveyed through words and the presentation of ideas; comparing this to humour in English and discussing whether ‘entertainment’ means the same thing in different languages and cultures

Related Achievement Standards