teaCheese
Start free
☰ Menu
Descriptors›Languages›Years 7–8›Communicating meaning in Chinese›Interacting in Chinese›AC9LCH8EC01
AC9LCH8EC01 Years 7–8 Languages

AC9LCH8EC01 – Years 7–8 Languages: Interacting in Chinese

Content Descriptor

Content descriptor initiate and sustain exchanges, related to students’ experiences and perspectives

Background and first language learners · Years 7 to 10 sequence

Strand
Communicating meaning in Chinese
Substrand
Interacting in Chinese

This content descriptor sits within Years 7–8 Languages. Use it to identify the learning students need, connect it with the achievement standard and plan suitable evidence of learning.

What this means for planning

The descriptor focuses on initiating and sustaining exchanges in Chinese about students’ experiences and perspectives. It sits within the combined Background and First Language Learner Pathway, so task demands and language support should reflect learners’ existing experience rather than a beginner pathway.

A practical planning sequence

  1. Confirm the pathway: Check that the Background and First Language pathway matches the learners for whom the sequence is being planned.
  2. Create a genuine purpose: Use a topic that invites students to exchange information, preferences or perspectives and respond to one another.
  3. Teach interaction moves: Model ways to initiate, clarify, include others, agree, disagree and extend an exchange in culturally appropriate language.

Evidence to look for

  • A live or recorded exchange in which the student initiates, responds and helps sustain the interaction.
  • Use of language suited to the audience, purpose and pathway, with clarification or follow up when needed.
  • A short reflection identifying choices that made the exchange clearer or more culturally appropriate.

See the complete curriculum context

Open the achievement standard and all linked content descriptors together in the Years 7–8 Chinese Background and First Language curriculum map.

A TeaCheese planning example

Use AC9LCH8EC01 in a TeaCheese planning brief to create a purposeful exchange with clear roles, interaction moves and evidence criteria for the correct learner pathway.

Planning guides: How content descriptions work in the Australian Curriculum · Turn a content description into learning intentions and success criteria

Elaborations

  • • Elaboration initiating and sustaining conversations in a culturally appropriate way to share personal interests such as hobbies and future plans, 你知道我今年冬天要去哪儿吗？去雪山滑雪吧！(BL), or justifying the suitability of a Chinese television series, for example, 我认为这个电视节目很适合中学生，因为 ... (L1)
  • • Elaboration clarifying or paraphrasing the teacher’s instructions when needed, and responding to the teacher’s questions with actions or answers, for example, 老师， 请您再说一遍好吗？我明白了。(BL) 老师，您的意思是 ...? 我现在懂了， 您的意思是 ...(L1)
  • • Elaboration expressing preferences, stating reasons and making sure that other participants are included in an interaction, for example, 我开始对原住民的艺术感兴趣了，因为...，我去过法国，你呢?
  • • Elaboration engaging in class discussion by responding to questions and expressing agreement and/or disagreement in a culturally appropriate way, for example, 虽然你说的不错，但是... (BL) 你讲得似乎有些道理，但是我想说的是... (L1)
  • • Elaboration exchanging emails, using appropriate format and modelled language if required, highlighting school, home or social activities, for example, 亲爱的老师， 我很高兴能够参加今天的澳大利亚清洁日活动，因为 ... (BL), or outlining opinions on local issues, for example, 我还从中学到了 ...，所以这是一次非常有意义的活动。(L1)
  • • Elaboration responding to invitations to participate in personal celebrations, including accepting and declining in appropriate ways, for example, 谢谢你告诉我， 我一定会去 。(BL) 谢谢你的邀请，但是我不能参加你的 生日聚会。(L1) 祝你生日快乐! (BL&L1)
  • • Elaboration sharing information with peers in Chinese-speaking communities, in face-to-face and secure online conversations, about their life experiences, for example, 我现在在一个羽毛球俱乐部打球,认识了不少朋友， 挺开心的。(BL) or 在中国上小学时，我参加了汉字知识大赛，提高了我的汉字认知能力，还丰富了我的中国文化知识。(L1)
Show 2 more elaborations
  • • Elaboration maintaining contact with friends or peers and recording events in everyday life by keeping a daily or weekly secure online journal or blog to document highlights of school or home life and leisure activites, for example, 今天我做了体操，很累。(BL) or comparing and reflecting on daily life in China and Australia 与中国相比，澳大利亚的生活似乎更悠闲，但是有时也会让人感到无聊。(L1)
  • • Elaboration exchanging information about special events or special community celebrations, for example, 今年春节我去了中国，爷爷给了我一个大红包。

Plan a lesson from this content description.

Start free

Achievement standard statements this supports

Read the full Years 7 to 8 Chinese · Background and first language learners · Years 7 to 10 sequence achievement standard