AC9LCH6C05 Year 5 Languages

AC9LCH6C05 – Year 5 Languages: Creating text in Chinese

Strand

Communicating meaning in Chinese

Substrand

Creating text in Chinese

This Content Descriptor from Year 5 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 and present informative and imaginative spoken, written and multimodal texts, appropriate to purpose and audience, using a range of sentence structures to sequence information and ideas, and textual conventions

Elaborations

• working in teams to prepare a presentation, supported by digital media, related to their own school or community or on a topic of interest such as endangered animals
• creating displays using graphics, photographs and illustrations to document and convey ideas related to topics of interest, for example, their hometown, family tree or the benefits or being bilingual or learning Chinese
• preparing and creating a video clip to share with peers overseas introducing aspects of local culture, including interesting places, history, modes of transport, famous people and lifestyle, for example, 墨尔本的电车
• creating a print or digital advertisement or brochure in Chinese for travel to a First Nations Country/Place location, including what to see and do, means of travel, best time of year to visit, what to bring and wear, etc.
• explaining a procedure or practice to others, for example, community recycling, a recipe, health-care tips, a tutorial on the rules of a sport or game, or eating etiquette
•
role-playing a modified well-known children’s story in Chinese, for example, Three Little Pigs or《守株待兔》
• producing and performing short, scripted plays, experimenting with descriptive language, for example, retelling a traditional folk tale in a modern context, such as 《田螺姑娘》

Show 3 more elaborations

• composing and participating in imagined interactions with characters from familiar texts, for example, 《司马光砸缸》,《孔融让梨》
• writing a letter or creating a video for their future self to read when they reach Year 12, providing advice on their future
• creating texts for a range of audiences and purposes, for example, a report for a school or community newsletter about Chinese language-learning experiences or activities at day school and community school

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANCHIBLLF-1Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in Chinese language that are related to their immediate environment. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Chinese or English, adjusting their response to context, purpose and audience. They create texts, using characters with appropriate stroke order and radicals, vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type. Students apply rules for pronunciation and intonation in spoken Chinese. They apply conventions of script and punctuation, and use modelled structures, when creating and responding in Chinese. They compare language structures and features in Chinese and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.