Chinese: Second Language Learner F–10 Sequence / Levels 5 and 6 / Communicating / Reflecting
Content description
Describe aspects of own identity and reflect on differences between Chinese and English language and culture, identifying how this knowledge can help their intercultural exchanges
Elaborations
using appropriate forms of address in interactions, including nicknames for friends, greetings such as 嘿、哈罗、吃了吗、校长好, and courtesy phrases when agreeing, thanking, apologising, refusing, declining and leave-taking, for example, 谢谢, 不客气, 对不起，没关系
presenting short spoken texts to peers and to Chinese-speaking people in other contexts via digital media, sharing culture-specific aspects of own identity (for example, 我是希腊人，我周末学希腊语 or football club membership) and discussing their significance
defining own identity by describing relationships with others, for example, friendship groups (我的朋友是 Lisa 和 George，我们都很聪明), ethnic group (我是德裔澳大利亚人)
engaging with Chinese speakers through organised school activities (such as through a video-conference with students at a Chinese school, or welcoming visitors to own school), observing moments when difficulties are experienced in communication and reflecting on the cause of the difficulty
sharing with peers personal experiences of interacting with Chinese speakers, for example, ‘I was really nervous and forgot how to say…’
observing interactions between Chinese speakers, and discussing the context and language use (for example, a family eating out in a restaurant, noticing the environment, seating arrangements, and how dishes are ordered and presented) and comparing to their own experience
