AC9LCH8EC02 Year 7 Languages

AC9LCH8EC02 – Year 7 Languages: Interacting in Chinese

Strand

Communicating meaning in Chinese

Substrand

Interacting in Chinese

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

engage in activities that involve planning, transacting and negotiating with peers, using a range of phrases, sentences and structures and features

Elaborations

• planning a Chinese cultural day to support cultural diversity within the school or local community, deciding on ways to promote the event, such as creating a video to share the main details of the event (BL) and explaining the reasons for the event (L1)
• collaborating to create displays, presentations or performances for family, friends, peers or the school community to showcase Chinese learning, such as singing a song in Chinese (BL) or reciting a poem and explaining the content and context (L1)
• producing bilingual versions of promotional materials to assist the Chinese community to engage with school activities such as a school fete, principal’s tour, sister-school visit or school-sustainability project
• making real or simulated transactions, such as purchasing goods or requesting services, bargaining on price or planning an itinerary, for example, 请问去中国上海旅行的费用可以打折吗？(BL) 如果有更优惠的价格，我可以考虑 ...。(L1)
• negotiating with peers about the potential purchase of goods and services, and making decisions based on collective opinions, for example, 我喜欢那个 ... 你喜欢 ... 所以，我们应该 ...
• designing an ‘ideal school’ in groups, using research (BL) and their own experiences (L1) to compare aspects of education in Australia and Chinese-speaking regions, for example, Chinese schools usually offer nap time and encourage students to practise eye exercises
• organising a class or school celebration such as the Spring Festival or Mid-Autumn Festival, explaining cultural practices to peers, and comparing with practices in multicultural Australian festivals

Show 2 more elaborations

• providing feedback, using metalanguage, to support peers, for example, editing each other's written or spoken texts and justifying reasons for changes
• creating resources to help others, such as a set of helpful hints for school, for example, getting to school or planning homework (BL) or summarising content from another learning area such as Social Science (L1)

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASLANCHIBFL7-1Y78

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 a range of contexts. They respond to others’ contributions, and use culturally-appropriate gestures, questions and instructions in exchanges. They understand relationships between spoken and written forms. They interpret non-verbal, visual and contextual cues and translate and analyse information in texts. They respond in Chinese or English, and demonstrate understanding of context, purpose and audience in texts. They manipulate language and grammatical structures and features to create spoken and written texts. They apply their knowledge of script conventions in written texts. Students apply tones, pronunciation and intonation authentically. They use Chinese conventions and rules for non-verbal, spoken and written communication. They compare aspects of Chinese and English language structures and features, using metalanguage. They reflect on and explain that the Chinese language is connected with culture and identity, and that this connection is reflected in their own language(s), culture(s) and identity.