AC9LCH6U03
Years 5 to 6
Languages
AC9LCH6U03 | Years 5 to 6 Chinese: Understanding language and culture
Content Descriptor
Content descriptor compare some Chinese language structures and features with those of English, using some familiar metalanguage
Background language learners · Foundation to Year 10 sequence
Strand
Understanding language and culture
Substrand
Understanding language and culture
This content descriptor sets out learning for Years 5 to 6 Chinese · Background language learners · Foundation to Year 10 sequence. Use it to plan lessons and assessment with the Australian Curriculum v9.
Elaborations
- • Elaboration discussing aspects of grammar using metalanguage in Chinese or English, for example, 名词 (noun)， 动词 (verb), 形容词 (adjective), 主语 (subject), 谓语 (predicate), for example, discussing 汉语名词的复数形式是什么？
- • Elaboration identifying and comparing the language features of different text types in Chinese and English, such as the descriptive language in narratives or persuasive language in advertisements
- • Elaboration comparing the use of passive voice and active voice in Chinese and English, for example, passive voice such as, "The glass is broken" is usually used to describe things that have happened in English, while active voice such as 他把杯子摔坏了。 could also be used in Chinese
- • Elaboration comparing the structural features of familiar personal, informative and imaginative Chinese and English texts, for example, dates on diary entries and letters, greetings in emails or conversations, and titles of stories
- • Elaboration comparing different types of texts such as recipes, songs, stories, recounts or conversations, to identify audience and purpose, used in both Chinese and English
- • Elaboration creating comparative lists of vocabulary in Chinese and English which are used in different contexts, for example, the use of imperatives in a set of instructions, such as 起来！坐下！打开书！听并重复！, or the frequent use of time and place markers, such as 从前, 昨天, 今天, 明天, 下, in narratives
- • Elaboration understanding how to create textual cohesion by using elements such as adverbs of sequence, for example, 第一个, 第二个, 下一个, 然后, 最后一个 and conjunctions, for example, 和, 或者, 因为, 但是, to sequence and link ideas, and comparing how these work in English
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- • Elaboration recognising grammatical features and how their use differs in Chinese and English, for example, recognising the lack of articles in Chinese and that adjectives can be used as verbs 老师高兴了。, using text extracts to identify parts of speech such as nouns and verbs by circling them in a nominated colour
- • Elaboration comparing the use of tenses in Chinese and English, for example, in Chinese future tense is often expressed through time phrases 我明天去北京, 下个星期去上海 and verbs convey tense without verb conjugation, for example, explaining why 有 can mean ‘have’, ‘had’ and ‘will have’, and comparing with English
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