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Descriptors›Languages›Year 7›Understanding language and culture›Understanding systems of language›AC9LCH8EU03
AC9LCH8EU03: Year 7 Languages Content Descriptor – Understanding systems of language
AC9LCH8EU03 Year 7 Languages

AC9LCH8EU03 – Year 7 Languages: Understanding systems of language

Strand
Understanding language and culture
Substrand
Understanding systems of language

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

compare and explain similarities and differences between Chinese and English language structures and features, using familiar metalanguage

Elaborations

  • • discussing aspects of grammar, using metalanguage in Chinese or English, including terms such as 名词 (noun)，动词 (verb), 形容词 (adjective), 主语 (subject) and 谓语 (predicate), for example, discussing 汉语名词的复数形式是什么？
  • • comparing different ways of sequencing ideas for different audiences and purposes, for example, a blog compared with an email (BL), or an argument in a speech or essay in Chinese or English, for example, 总起-分述-总结 (L1)
  • • reading texts and choosing expressions, phrases or sentences that appeal to the reader and explaining their choices
  • • reading samples of formal texts such as informative reports or short news articles (BL) or official letters (L1), and identifying how language use compares with their own everyday speech or informal texts
  • • comparing the expression of ideas in diverse traditional and contemporary literary texts, such as the different ways in which the story of 孙悟空 is told in a cartoon (BL), film or television show (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.