Search results

Result list

• VCZHU046

  Understand that Chinese is characterised by diversity in spoken and written forms

  Elaborations

  • knowing that Putonghua is the standard spoken language used in China and the main Chinese language taught in other areas of the world
  • understanding that there are simplified and traditional Chinese characters, and exploring examples of both forms to identify differences, for example, 门 and 門
  • exploring how the Chinese language has changed in response to modern life, such as the inclusion of English terms in everyday language; recognising ‘borrowed words’/借词 in Chinese from English (for example, 咖啡、 澳大利亚), and in English from Chinese (for example, tofu), and discussing how and why these types of words are introduced
  • noticing the use of English words or phrases in Chinese interactions (for example, 拜拜, or a few words of English in a Chinese pop song), and discussing the reason for the ‘code-switching’
  • examining the role of myths, legends and 成语 in contemporary language use (for example, reading texts containing 成语, such as 井底之蛙，画龙点睛 within 成语故事) and discussing their intended meaning, and the cultural importance of employing classical language in contemporary contexts

  VCZHU046 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCZHU156

  Understand and use basic structures and features of Chinese grammar to enhance meaning and clarity of expression

  Elaborations

  • recognising grammatical functions of common suffixes and prefixes to assist comprehension in reading, for example, recognising that 子, 者， 家 are noun suffixes (for example, 家 in 书法家、数学家)
  • discriminating between the contextual meanings of characters with multiple meanings, such as 家 in 家人 and in 画家
  • recognising words that reflect particular cultural understandings, for example, 天气 means ‘weather’ but literally translates as ‘sky’s energy’
  • explaining the function of words and structures in language encountered, for example, 了 in the sentence 我早上看见了两只猫 indicates the completion of an action in the past
  • exploring and beginning to build more complex messages, such as using forms of cohesion, and finding ways to generalise or nominalise ideas, for example, 因为… 所以 …, 虽然… 可是…, 不但… 而且…, 总而言之/总的来说
  • recognising the different focus and purpose of alternative sentences, for example, 他把杯子狠狠地扔在地上 and 杯子被狠狠地扔在地上
  • understanding that there are different applications of grammatical rules in spoken and written language, for example, in ordering food (for example, comparing the structure of the following expressions: 来点儿什么菜？; 您吃点儿什么？;你想吃/要吃什么？; 你想吃海鲜炒饭吗？; 海鲜炒饭要吃吗？)
  • differentiating use of grammar based on context, for example, using sentences with more formal structures in report writing
  • recognising terms and expressions used in formal written styles, for example, 首先，其次，最后 rather than 先…后来…后来…

  VCZHU156 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• Chinese - Background Language Learner - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use spoken and written Chinese to maintain interactions with familiar and unfamiliar people across a growing range of situations (for example, 你星期几去汉语学校？,你说…对吗？); to convey information, opinions and experiences (for example, 我喜欢踢澳式足球，你呢？); and to access a...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6

• VCZHU045

  Notice how the features of text organisation vary according to audience and purpose

  Elaborations

  • describing the major features of familiar text types in Chinese, and experimenting with analysing Chinese texts, for example, recognising the ‘problem’ and the ‘resolution’ in a narrative
  • identifying the purpose and intended audience and context (for example, digital, online or face to face) of a range of familiar texts
  • exploring features and conventions of Chinese text, including lack of word spacing or use of punctuation, and variability in text direction, and comparing texts in traditional characters with texts in simplified characters
  • understanding the use of Chinese-specific punctuation, such as double quotation marks to signal a quote

  VCZHU045 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCZHU042

  Discriminate between similar or related syllables and words by listening with attention to intonation, stress and phrasing

  Elaborations

  • recognising familiar language spoken by different voices
  • recognising and discriminating between homonyms in Chinese (for example, shì—是 and 室), relying on contextual cues to assist understanding, and differentiating syllables with different tones, for example, shì (是) and shí (十)
  • connecting the sound of spoken Chinese with the spelling and tone marks of Pinyin, for example, reading out words written in Pinyin with attention to Chinese pronunciation and tone; using Pinyin to record the sound of words or sentences encountered

  VCZHU042 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCZHC036

  Locate key points in written informative texts, summarising the points to report to known audiences

  Elaborations

  • locating key information in texts such as timetables, calendars, brochures or advertisements, using clues such as organisation of content, for example, 星期一，星期二 etc. listed on the top row of a timetable
  • reading familiar texts, such as shopping catalogues, understanding key phrases such as 八折, and working out the final price of an item
  • recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist with reading for overall meaning
  • creating a poster to convey information to Chinese peers (for example, about a local city or popular tourist site) with pictures, maps, data, words and sentences
  • selecting from word lists to create informative texts such as signs, slogans and notices, using electronic tools such as a digital dictionary to extend own expression

  VCZHC036 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCZHU044

  Form sentences to express details such as the time, place and manner of an action and to sequence ideas

  Elaborations

  • developing knowledge of metalinguistic terminology, discussing, for example: What is the plural form? How do we know it’s plural when reading in English? Can we tell when we read a Chinese word?
  • recognising that in Chinese, verbs convey tense without verb conjugation, for example, explaining why 有 can mean ‘have’, ‘had’ and ‘will have’
  • comparing the use of tenses in English and Chinese, for example, how future tense is often expressed through time phrases in Chinese (我明天去北京，下个星期去上海)
  • identifying the use of adverbial phrases, and extending understanding of sentence structure using subject–time–place–manner–verb–object, for example, 我星期一上学。我在墨尔本上学。我走路上学
  • examining the clauses of a sentence in Chinese and noticing how they are linked coherently, for example, 他叫王晓明，(他) 是我的朋友 (i.e. no subject/pronoun)
  • applying processes of discourse development, including joining (也、 和), contrasting (但是) and sequencing (就) information
  • using alternative language to clarify intended meaning, for example, saying 我不胖不瘦 when they don’t know the phrase 中等身材

  VCZHU044 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCZHC033

  Initiate interactions with peers and known adults to plan and organise social activities

  Elaborations

  • experimenting with language choices to convey emotions and attitudes such as excitement and interest when events or ideas are suggested, including making arrangements, welcoming, congratulating, complimenting and praising
  • exchanging information and opinions in class discussion, responding to questions such as 你喜欢运动吗？, and expressing agreement and disagreement with others’ opinions (for example, 对，我也很喜欢运动); making sure that other participants are included in interaction, for example, 我去过法国，你呢？
  • participating in role-plays relating to shopping scenarios, and specifying quantity or type of item when selecting from options, for example, 三斤苹果，一包糖
  • completing transactions by confirming prices (for example, 多少钱？五块八) and exchanging money, recognising Chinese currency
  • preparing performances celebrating important events in the Chinese calendar to present at school assemblies to raise community understanding of aspects of Chinese culture, such as a taiji performance, a lion dance, or a Spring Festival song such as 《恭喜恭喜》
  • assisting in organising and hosting visitors from a sister school or guest speakers to raise school community awareness of the importance of learning Chinese
  • seeking permission from the teacher or peers to participate in activities or to be excused, for example, 我可以去喝水吗？
  • responding to the teacher’s questions with actions or answers (for example, answering the question 懂了吗？), and requesting or borrowing items from others using appropriate language such as 我想看看你的书，好吗？

  VCZHC033 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising