AC9LCH8EC04 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.

apply strategies to interpret, translate and convey meaning in familiar and some unfamiliar non-verbal, spoken and written cultural contexts

Elaborations

• 1 using language to reflect formality appropriate to context such as 尊敬的老师 when addressing the audience for a speech (BL), or converting informal spoken language into formal register for example, 我想跟你聊聊。to 我想和您商谈一些事情。(L1)
• 2 discussing cultural connotations of words that express emotion such as 幸福 versus ‘happy’; 怎么回事? versus ‘What’s wrong?’
• 3 acting as interpreter for Chinese-speaking or English-speaking visitors, applying strategies such as clarifying, rephrasing and explaining, when mediating cultural concepts
• 4

  applying strategies to translate idioms, fables or stories that cannot be translated directly without cultural context from Chinese or English, for example, Cinderella or《守株待兔》

• 5 reading bilingual children's stories and identifying expressions in both Chinese and English that illustrate words or phrases that cannot be translated directly
• 6 producing their own bilingual texts, for example, interpreting concepts learnt in other learning areas to help Chinese-speaking peers understand course content (BL), or discussing content from a school textbook in Chinese and comparing it with Chinese school textbook, to consolidate their learning (L1)
• 7 using a range of resources such as English to Chinese dictionaries, Chinese grammar books or apps to assist in creating a Chinese translation of an English language text, exploring the functions of print and digital translation tools, and discussing their strengths and weaknesses
• 8 interpreting the main theme of Chinese poems or songs, with teacher support if required (BL), or explaining the key messages and detail with reference to their historical background, for example, 《静夜思》(L1)
• 9 identifying features of communication in Chinese that are interpreted differently when applied to communication in English, such as deflecting a compliment instead of saying thank you, for example, 哪里，哪里
• 10 applying translation strategies and rewriting lyrics into Chinese, for example, translating English songs (BL), or story lines for children’s plays (L1)

Related Achievement Standards