AC9LCH8U02 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 knowledge of character form and function, sentence structures, syntax, and writing system features to infer meaning and to compose a range of texts

Elaborations

• 1 using knowledge of components to select a character when inputting Chinese in a digital text
• 2 categorising words containing a common morpheme to understand the relationship between morphemes and specific word meanings, for example, using Chinese dictionaries to explore the range of words created from common character morphemes such as 情 in 情感, 情趣, 情形 and 性 in 性能, 性别, 性格
• 3 applying knowledge of morphemes to create new words and confirming combinations by using dictionaries or secure online tools, for example, 运动场, 马场, 老师, 调酒师
• 4 understanding and applying punctuation in writing, or adhering to punctuation conventions in reading, for example, full stops, commas, exclamation marks, brackets, apostrophes, speech marks and question marks; noting that there is no 顿号 in English
• 5 understanding elements of Chinese grammar such as word order and sentence construction, for example, analysing Chinese-specific grammatical structures and features such as 把 structure, and passive voice using 被
• 6 understanding and using verbs to express modality such as 应该,需要,必须, for example, 你应该努力学习。我们需要呼吸空气。学生必须穿校服。
• 7 comparing how tense is expressed in Chinese, for example, 了 to indicate completion; 过 to indicate the experience; 想/要 to indicate intention; verb negation 没有 to indicate incomplete past; and 正在 to indicate action in progress
• 8 recognising the purpose and effect of exclamatory sentences as opposed to statements, for example, the statement 你今天来得可真早。simply states that you came to school early today, while the exclamatory sentence 你今天来得可真早! may suggest surprise or irony
• 9 constructing a range of sentences in affirmative, negative, interrogative and imperative forms for different purposes, for example, 太好了！快点！为什么这么慢？天冷！
• 10 recognising differences in Chinese and English responses to negative tag questions to avoid misinterpretation, for example, in Chinese the response to the question 你还没做功课，是吗？ ("You haven’t done your homework, have you?") would be 是的，我还没有做。("Yes, I haven’t"), while in English it would be "No, I haven’t"

Related Achievement Standards