AC9LCH8EC05 Year 7 Languages

AC9LCH8EC05 – Year 7 Languages: Creating text in Chinese

Strand

Communicating meaning in Chinese

Substrand

Creating text 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

create spoken, written and multimodal informative and imaginative texts, using vocabulary, expressions, sentence structures, textual conventions and appropriate characters and/or Pinyin, to suit purpose and audience

Elaborations

• creating digital presentations adding sound, voice and music, for example, a story about local action such as cleaning up a beach (BL) and explaining how cleaning up a beach will benefit the ocean (L1)
• producing a poster or a digital brochure using graphics, photographs and illustrations for a cultural event in China or Australia such as the Lantern Festival or Harmony Day (BL), or describing the area where they lived in China or Chinese-speaking country, including detail such as pros and cons of living there (L1)
• creating texts depicting the experiences of Chinese-speaking people in Australia, for example, a short interview conducted with an older member of the local Chinese community (BL), or writing a short narrative reflecting a Chinese person’s adjustment to life in Australia (L1)
• writing a journal entry, or contributing to a school newsletter in Chinese reflecting on the impact of a school excursion to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
• developing material to explain a procedure or practice, such as a recipe or a tutorial on the rules of a sport or game (BL), and making lanterns or tai chi moves (L1)
• creating subtitles to match short video clips or descriptions, for presentations of intercultural experiences such as going on an overseas holiday, giving or accepting a gift or for informing peers and school or local community about a cultural event
• composing songs, jingles or video clips to promote real or imagined Australian products for a Chinese market, or vice versa

Show 2 more elaborations

• writing and performing role-plays using alternative versions of cultural stories, incorporating voice, rhythm and gesture to animate characters, or using support materials such as drawings or story maps to create visual contexts, for example, 《嫦娥奔月》 or 《后羿射日》
• creating an original story based on modelled, common expressions and phrases (BL) or from idioms or quotations from traditional literature such as狐假虎威，or 三人行，必有我师焉 from《论语·述而》(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.