Students read nonfiction texts that are often glossed in Pinyin or supported with vocabulary lists. Written language use includes learning to read extracts from both Chinese and English literature to compare features of individual works. They learn to analyse new characters encountered in texts with a focus on mapping these character forms to their known spoken language. Oral language use includes...
Students read nonfiction texts that are often glossed in Pinyin or supported with vocabulary lists. Written language use includes learning to read extracts from both Chinese and English literature to compare features of individual works. They learn to analyse new characters encountered in texts with a focus on mapping these character forms to their known spoken language. Oral language use includes participating in discussions and presentations. Students participate in activities that focus on pronunciation, tone and rhythm, and learn to appreciate how their own language use compares to modern standard forms.
Students are immersed in Chinese and begin to explore various issues and further develop their Chinese language skills with a focus on extending their contexts and purposes of use and on using language that is appropriate to purpose and audience.
By the end of Year 8, students use spoken and written Chinese to sustain interactions in their personal and social worlds (for example, 你叫什么名字?你多大了?你住在哪个城市?,不对,我是说… and 老师,我可以用电脑吗?), making appropriate language choices for different roles, relationships and situations, for example, 你的那个,那个 assignment 做完了吗? They access and analyse information (for example, 排版结构,表格,图标)from a range of sources which include familiar characters and use this information for a range of purposes. Students interpret, translate and create a range of spoken, written and multimodal Chinese texts for imaginative, informative and persuasive purposes and for different audiences. Sentences generally contain two or more ideas connected by cohesive devices (for example, 如果…就…), and use a range of time phrases (for example, 然后;就)to sequence events and ideas. Students make comparisons (比;跟…一), and provide reasons to explain their opinions or actions, using conjunctions (因为、所以、因此).
Students explain the diversity in speaking and writing systems across languages, including regional variations within Chinese, and how these differences impact on their own understanding and communicative practices. They identify familiar characters in their simplified and traditional forms, and explain the differences between standard Chinese and dialects that may be spoken in their family. Their written literacy is still developing and they produce longer and more complex texts through the use of digital resources than in handwriting. They describe how the distinctive features of Chinese grammar and texts can be used to achieve particular effects and purposes. They explain how ideas are mediated across languages and cultures in their local communities. They express their own understandings of the Chinese cultural values that influence their own communicative practices.
Students extend their writing skills to include more persuasive language and more formal genres. They participate in presentations on topics studied, and initiate discussion through enquiry. Students begin to compare their own pronunciation to modern standard spoken Chinese. They also explore the influence of English on their own communication in Chinese, in pronunciation and linguistic structures...
Students extend their writing skills to include more persuasive language and more formal genres. They participate in presentations on topics studied, and initiate discussion through enquiry. Students begin to compare their own pronunciation to modern standard spoken Chinese. They also explore the influence of English on their own communication in Chinese, in pronunciation and linguistic structures, and the role of code-switching in their daily language use. Students develop their skills in analysing characters and recognising word and clause boundaries in extended text.
Classroom interaction is primarily conducted in Chinese. Students extend their knowledge of language structures and text organisation through reading and viewing materials and discussing how to apply new learning to their own communication. They are immersed in Chinese language exploring various issues, and the features of diverse Chinese personal and social environments.
By the end of Level 8, students use spoken and written Chinese to maintain exchanges, to analyse and evaluate information, and to share opinions (for example, 电视节目,纪录片,教育片,微电影, 报纸,杂志, 网站,博客, 少年百科) and experiences, for example, 我们为什么要保护熊猫?,中国和澳大利亚的一些差异, 我最喜欢的假期. They select and discern tone patterns and atonality. Students respond to and create a range of texts (for example, 流行歌曲演唱;电视剧配音), showing an understanding of different audiences and purposes. Sentences generally contain two or more ideas connected by cohesive devices (for example, 不但…而且…) and use a range of time phrases (for example, 先…然后; 以前;吃了饭,就)to sequence events and ideas. Students make comparisons (for example, 比;跟…一样), and elaborate on and explain their opinions or actions using conjunctions, for example, 所以、要不然. They use stylistic devices (including 比喻,排比,反问), and use 成语 to influence and persuade others. They move between English and Chinese to interpret and translate for different audiences.
Students explain how changes in tone and tone combination impact on meaning. They describe culturally specific gestures and actions. They recognise diversity within the Chinese spoken and written language. They explain the differences in writing systems across languages. Students connect the distinctive features of Chinese grammar with the development of complex ideas, and explain how the structure of texts influences audience response. They explain how features of Chinese culture impact on communication practices and influence their own interactions with others across languages.
Students use Chinese to write and speak with imagination to engage or persuade peers, justifying their perspectives by drawing on the ideas or experiences of others. They apply linguistic expressions encountered in contemporary and traditional literature to develop their own ability to write in more expressive and creative ways, while increasing accuracy in their use of written Chinese.
Students ar...
Students use Chinese to write and speak with imagination to engage or persuade peers, justifying their perspectives by drawing on the ideas or experiences of others. They apply linguistic expressions encountered in contemporary and traditional literature to develop their own ability to write in more expressive and creative ways, while increasing accuracy in their use of written Chinese.
Students are immersed in Chinese, with the teacher using Chinese for instruction, explanation and interaction. Students speak and write in Chinese to express their own interests and describe and discuss their experiences. To develop oracy and literacy, learners build metalinguistic awareness across both Chinese and English, identifying similarities and differences in language systems and framing. Given the high value placed on recital in Chinese culture, students are likely to have begun to develop this skill, and it should be further developed as they progress towards becoming high-level users of Chinese in a range of contexts. Students consciously apply a working knowledge of Chinese language systems to their language use in order to understand why they make certain choices in interactions and to access a wider range of written texts.
By the end of Level 8, students sustain oral and written interactions with known audiences, making appropriate adjustments to language use for different audiences, contexts and purposes. They access and analyse a range of authentic spoken, written and multimodal sources to support and present ideas and opinions. Students respond to and create spoken, written and multimodal imaginative texts in a range of genres. They translate informative texts from Chinese into English and vice versa for particular audiences. Students reflect on adjustments they make to language use for different audiences.
Students apply knowledge of grammatical and text structures and vocabulary choices to achieve effective communication. They identify the main ideas conveyed in texts related to other learning areas or presented in age-appropriate imaginative texts or media. They begin to see texts as existing within a cultural context, and begin to make comparisons between the values and practices encountered in classical Chinese texts and those encountered in their local communities. They demonstrate awareness that texts reflect the cultural background and values of the author and are open to diverse interpretations.
Students develop their ability to share ideas about language and culture systems and develop their skills in moving between languages and cultures. Learning and use focus on active exploration of the Chinese language system, which students draw upon to communicate their own ideas and engage with others.
The systems of spoken and written language in Chinese are distinct. They are also quite distinct...
Students develop their ability to share ideas about language and culture systems and develop their skills in moving between languages and cultures. Learning and use focus on active exploration of the Chinese language system, which students draw upon to communicate their own ideas and engage with others.
The systems of spoken and written language in Chinese are distinct. They are also quite distinct from the English language system. Because learning about Chinese characters is complex, students can more readily accomplish a higher level of active use of spoken than written language. Students will therefore be immersed in the sights and sounds of Chinese. They develop oral language through active listening, observing interactions between native speakers, and using the spoken language for a range of purposes. They are likely to understand more words than they can say or write. They use Pinyin as a resource to support learning, prepare drafts of oral and written texts, and learn new oral vocabulary.
By the end of Level 8, students use spoken and written Chinese to interact in a range of familiar contexts. They respond to instructions, questions and directions. They use known phrases to exchange personal information (for example, 我叫…; 我的爸爸是澳大利亚人), seek clarification (for example, 对不起,我听不懂,你说什么?), and transact and make arrangements, for example, 你要来我家吗? They use the question particle 吗 and familiar question words (什么,谁,哪儿,几). Students approximate tone, intonation and rhythm but meaning remains clear. They use gesture and some formulaic expressions to support oral interaction. They employ learnt vocabulary to express personal insights and compare experiences on topics of personal interest and significance. They connect ideas using basic cohesive devices (for example, 和,可是,所以), express opinions using 喜欢 and 觉得, and give reasons using 因为. In writing, students organise their ideas using time expressions and phrases which mark sequence, for example, 第一,第二… They apply 不 and 没有 in familiar phrases. They respond to and create simple informative and imaginative texts for known audiences and purposes. They use a range of verbs, including verbs of identification and existence such as 是, an...
By the end of Level 8, students use spoken and written Chinese to interact in a range of familiar contexts. They respond to instructions, questions and directions. They use known phrases to exchange personal information (for example, 我叫…; 我的爸爸是澳大利亚人), seek clarification (for example, 对不起,我听不懂,你说什么?), and transact and make arrangements, for example, 你要来我家吗? They use the question particle 吗 and familiar question words (什么,谁,哪儿,几). Students approximate tone, intonation and rhythm but meaning remains clear. They use gesture and some formulaic expressions to support oral interaction. They employ learnt vocabulary to express personal insights and compare experiences on topics of personal interest and significance. They connect ideas using basic cohesive devices (for example, 和,可是,所以), express opinions using 喜欢 and 觉得, and give reasons using 因为. In writing, students organise their ideas using time expressions and phrases which mark sequence, for example, 第一,第二… They apply 不 and 没有 in familiar phrases. They respond to and create simple informative and imaginative texts for known audiences and purposes. They use a range of verbs, including verbs of identification and existence such as 是, and a range of action verbs to describe interests and events, for example, 踢足球,打乒乓球,听音乐. They access and organise information from a range of spoken, audiovisual and printed texts. Students use simple sentences and paragraphs, and produce simple descriptions using intensifiers such as 很,非常,最. They reflect on their interactions when using and learning languages.
Students are aware of the key features of the Chinese writing system and its differences to the English writing system. They recognise the function of tone-syllables and Pinyin. They explain the word order of Chinese sentences and the layout and construction of simple familiar Chinese texts in comparison to their English equivalents. They recognise and describe diversity within the Chinese spoken and written language, and consider the influence of culture on everyday communication, for example, concepts such as respect, politeness and the importance of family. They are aware that literal translation between languages is not always possible, and that aspects of interpretation and translation are affected by context, culture, and intercultural experience.
Students extend their knowledge of the grammatical system and its use through spoken and written communication. Students experiment with language, exploring how cultural meanings are expressed. They analyse how messages are conveyed across languages, and apply their skills in moving between Chinese and English in different contexts and situations. Classroom discussions focus on exploring and...
Students extend their knowledge of the grammatical system and its use through spoken and written communication. Students experiment with language, exploring how cultural meanings are expressed. They analyse how messages are conveyed across languages, and apply their skills in moving between Chinese and English in different contexts and situations. Classroom discussions focus on exploring and extending their range of contexts and audiences as they develop their personal communication skills.
The systems of writing and speaking in Chinese are distinct. Because learning about Chinese characters is complex, students can more readily accomplish a higher level of active use of spoken than written language. As a result, engagement with Chinese language is primarily through speaking and listening. Students use Chinese for self-expression, to access new information and to share their knowledge and experiences with others. Pinyin remains an important tool for learning the sound of new words, associating sounds with characters, and creating digital texts in characters.
By the end of Level 8, students use spoken and written Chinese to sustain interactions in a range of social and personal contexts. They exchange ideas and opinions, for example, 你要去看电影吗?;我们可以六月份一起去. They summarise the main points of information about known content from a range of spoken and print sources (for example, 电视节目,podcast, 电话留言,广告, 老师推荐的网站,书籍,图书馆目录,游记), and convey the relevant information in a range of texts. Students respond to and create simple imaginative and informative texts. Sentences generally contain two or more ideas connected by cohesive devices (for example, 不但…而且…; 因为… 所以…), as well as time expressions (for example, 先…再…), and tense markers such as 了、完 to sequence events and ideas. Students make comparisons (for example, 比; 跟…一样), and provide explanations or reasons for opinions or decisions, using phrases that order and link their ideas. They use reported speech to refer to the ideas of others, for example, 他们认为. They speak with attention to pronunciation, tone and phrasing, using intonation and pitch to add emotion or emphasis to their message. They demonstrate intercultural understanding by varying their language use for different audiences and purposes.
Students describe the distinctive spoken and written language systems of Chinese using metalanguage. They know that character components can contribute to both sound and meaning of words and they understand how they can be combined to make different words, for example, 中国, 城, 中国城. They identify features of text types such as letters, emails, descriptions and narratives. Students identify how information is structured in Chinese texts, and understand the importance of cultural and contextual cues to correct interpretation of meaning. They explain how features of Chinese culture impact on communication practices, and reflect on their own interactions with Chinese-speaking people.