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• VCZHU092

  Identify and use the characteristics of Chinese word order and explain the use of Chinese-specific grammatical features

  Elaborations

  • analysing the variety of verb types found in Chinese — for example, adjectival verbs (高、大) and modal verbs (会、可以) — and the placement and use of adverbs, for example, 都 to indicate inclusion; 就 to indicate sequence
  • identifying the placement of time and place phrases; the use of conjunctions (for example, 和 to add information; 还是/或者 to offer or indicate choices); and the role of measure words, for example, 个、只
  • exploring 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 (zero subject/pronoun)
  • explaining the concept of ‘tense’ across languages, for example, asking: What tense is used in English to share ideas about a future activity? Can you exemplify how future tense is used in English? How is future tense expressed in Chinese? (我明天去北京，下个星期去上海)
  • applying processes of discourse development by joining, contrasting and sequencing using 也、和、但是、就, and exploring the use of cohesive devices and ways of extending, sequencing and elaborating ideas, for example, through the use of connectives, conjunctions and subject pronouns

  VCZHU092 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• 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

• VCZHU060

  Identify and apply features of Chinese grammar and sentence structure to organise and sequence ideas in oral and written texts

  Elaborations

  • comparing ways in which tense is expressed in Chinese, for example, 了 to indicate completion; 完 to indicate the achievement of a desired result; 想 to indicate intention; verb negation (没有) to indicate incomplete past; and 正在 to indicate action in progress
  • exploring the use of diverse time expressions and ways to sequence events in time, for example, 先…然后; 一…就…; …了，就…;才; 第一；然后
  • comparing the functions of prepositions, and discussing the importance of context when determining their meaning in texts, for example, 跟；对；给
  • exploring and applying the use of conjunctions to sequence and connect ideas when constructing texts, for example, 不但…而且…；虽然…但是…
  • using different ways to negate ideas depending on degree of formality or emphasis, for example, 我不是…；我哪儿有…？；我没有办法…；我不能…；不行; 别 ; 不准

  VCZHU060 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHU138

  Recognise the tonal features of Chinese in own speech, and understand when and why some tones are not expressed in some contexts and how syllables are decoded from and encoded into Pinyin

  Elaborations

  • differentiating between the four tones when speaking, and knowing how to pronounce the ‘neutral tone’
  • understanding the aesthetic features of reading out loud 朗诵 and reciting 背诵, focusing on phrasing, stress and intonation of Chinese spoken language

  VCZHU138 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCZHU238

  Compare how grammatical features such as tense and passive voice are constructed in English and Chinese, and identify distinctive features of Chinese grammar, for example, in tense marking (了、过), possession, plurality

  Elaborations

  • enhancing their understanding of how information is organised to achieve particular communicative purposes, for example, 是…的 and 被 structure
  • experimenting with the use of different sentence patterns when composing own messages, for example, 让步句 and 转折句

  VCZHU238 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHU255

  Identify and explain how Chinese orthography enables access to technical and unusual vocabulary, including specialised abstract nouns, and a wider range of texts, using orthographic knowledge to identify characters related to topics studied in other learning areas, such as chemical elements (periodic...

  Elaborations

  • experimenting with the use of abstract nouns such as 物种 、 深春 、 微风 to create procedural texts
  • developing skills to comprehend simplified or traditional Chinese characters in print media and online texts
  • discriminating correct forms and sounds of 多音字 (polyphonic characters) such as 行 (háng 同行 and xíng 行进), and appreciating multiple forms of 通假字 such as 反 - 返; 说 - 悦

  VCZHU255 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU028

  Use nouns, adjectives and simple sentences to record observations

  Elaborations

  • exploring basic sentence structure in Chinese, consisting of subject–verb–object, and learning to analyse sentences in both Chinese and English, for example, ‘What’s the subject in the sentence “My mum drives a car”? How about in the Chinese sentence 我看书? Do sentences work the same way in Chinese and English?’
  • recognising grammatical features and how their use differs in Chinese and English, for example, the lack of articles in Chinese; that adjectives can be used as verbs; limited use of the verb ‘to be’ (是)
  • following patterns of word order and sentence structure and using negation when creating sentences to express own meanings, for example, replacing the subject pronoun in 我喜欢绿色 to create the sentence 我妈妈不喜欢绿色

  VCZHU028 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCZHU012

  Understand that Chinese sentences have a particular word order

  Elaborations

  • replacing words in modelled sentences to express a personal meaning, for example, replacing 弟弟 in 我有弟弟 with 妹妹 to say 我有妹妹
  • stating the subject of a sentence, for example, 我爱妈妈 is about ‘I’, and 妈妈爱我 is about ‘Mum’
  • recognising that simple statements in Chinese tend to follow English word order, but that questions do not, for example, ‘Do you have a cat?’ versus 你有猫吗？
  • recognising that sometimes the verb ‘to be’ is left out in Chinese sentences, for example, 我五岁 rather than 我是五岁

  VCZHU012 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCZHU188

  Understand and apply complex grammatical structures and features to achieve particular effects, and explore grammatical features of classical Chinese

  Elaborations

  • comparing how ideas are ordered and substantiated across genres and languages, for example, in Chinese essay-writing the author’s position is generally stated at the end, whereas in Australian academic writing it is stated at the beginning
  • describing the purpose and features of genres that are uniquely important in Chinese literature, and exploring their origin in classic literature, such as 小品文，散文

  VCZHU188 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU218

  Compare features of speech of speakers from diverse regions to standard Chinese including pronunciation and prosody (for example, intonation and stress)

  Elaborations

  • developing tone discrimination and identifying subtle differences in pronunciation, including variations in regional accents, for example, distinguishing between ‘qing’ and ‘qin’, ‘lou’ and ‘rou’, ‘liang’ and ‘lang’, ‘shi’ and ‘si’, and ‘lan’ and ‘nan’ when listening to interactions between speakers in diverse contexts
  • comparing their pronunciation and word choices when speaking in Chinese to peers and other Chinese speakers
  • experimenting with rhythm, pace, tone, stress and other paralinguistic cues, and developing strategies to address aspects of their own spoken Chinese that may impede effective communication with others

  VCZHU218 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU048

  Explore the ways in which everyday language use reflects culture-specific ideas, such as the influence of age, gender and social position on language choices

  Elaborations

  • exploring cultural values conveyed in expressions relating to celebrations, for example, by asking: ‘In the colloquial phrase 合家团圆, what is 团圆? Why wish people 团圆？ Does this have the same meaning in Australian culture? What’s the relationship between the language use and the Chinese values in this phrase?’
  • applying appropriate choices of pronouns and labels when referring to others in interactions, for example 您/你； 小张/张晓琴

  VCZHU048 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | The role of language and culture

• VCZHU159

  Explore the impact of English on everyday communication in Chinese and the impact of Chinese on English

  Elaborations

  • exploring language ‘borrowing’, such as English words ‘borrowed’ from Chinese (for example, ‘yum cha’ and ‘kung fu’) and the impact of English on Chinese language use today, for example, 考拉、汉堡包
  • analysing the impact of languages on one another such as 他写着作业 （他在写作业。） and 白了 which sounds like ‘bye’
  • exploring the impact of English on Chinese language use, such as recognising transliteration in Chinese, for example, 可口可乐

  VCZHU159 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCZHU096

  Discuss how language choices reflect cultural practices, including clarifying roles and relationships between participants in interactions

  Elaborations

  • discussing cultural values reflected in language use (for example, in relation to celebrations) and how they influence interactions, for example, by asking: In the colloquial phrase 合家团圆, what is 团圆？ Why wish people 团圆？ Does this have the same meaning in Australian culture? What’s the relationship between the language use and the Chinese values in this phrase?
  • identifying aspects taken for granted in communication (for example, a shared understanding of gesture, body movement and word meanings), and comparing ways people interact across cultures, asking, for example: How do Chinese people use gesture? Which non-verbal cues are shared with English speakers? Do they mean the same thing in both cultures? How does not understanding these differences impact on how we perceive each other?
  • exploring the nature of the concept of ‘family’ in Chinese culture and how this influences relationships between individuals, for example, addressing adults as 叔叔 or 阿姨
  • experimenting with multiple ways of expressing similar meanings in Chinese (for example, 你叫什么？ 你叫什么名字？ 你几岁？你多大？) and discussing the differences in the context of use
  • discussing how different roles and relationships are reflected in or impacted by word choices, for example, whether/when it is appropriate to ask someone’s age, when to say 你几岁？ or 你多大了？or when to use 你属什么?
  • considering the different ways of addressing people in authority (李老师；王校长) and how this reflects the importance of respect and hierarchy in Chinese culture

  VCZHU096 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | The role of language and culture

• VCZHU224

  Explain how languages shape the communicative practices of individuals and groups and identify ways to enhance understanding across cultures

  Elaborations

  • considering ways in which being a bilingual speaker of Chinese and English could impact on and enhance their future life and career
  • examining how language is used to marginalise groups in society, such as how labels are used to simplify identification of groups and influence how such groups are perceived by others, for example, 蚁族、80后/90后
  • considering their own perceptions of the Chinese-speaking world and identifying the influences on their perceptions, for example, trips to China when younger; stories from grandparents
  • exploring how concepts such as modesty, individual responsibility and respect for authority influence communication styles, and how they may be interpreted by English speakers as lack of confidence, engagement or initiative
  • exploring what assumptions are inherent in one language and how the same cultural assumptions may not exist in another language, for example, analysing how the terms for ‘getting married’ differ for women (嫁出去) and men (娶妻) and the gender-neutral 结婚

  VCZHU224 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCZHU106

  Discern differences in patterns of sound and tone in extended Chinese speech when listening to speakers of different age, gender, and regional background

  Elaborations

  • listening to interactions between unfamiliar voices at different speeds or levels of clarity to develop auditory and comprehension skills, and discriminating between sounds heard in oral discourse, including the range of vowel and consonant combinations, for example, ‘qin’ versus ‘qing’ and ‘chi’ versus ‘qi’
  • examining the diverse meanings of words that share similar sounds, for example, the many meanings of the sound ‘shi’ and how to differentiate between 同音词 and 近音词 in different contexts (同意 and 统一)
  • comparing examples of regional variation in pronunciation (for example, the Beijing use of 儿 and the southern pronunciation of ‘shi’ and ‘si’), and noticing and describing differences in accent and tone when listening to Chinese speakers from diverse regions

  VCZHU106 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU029

  Identify similarities and differences in the organisation of simple familiar texts

  Elaborations

  • reading familiar text types in both Chinese and English (for example, menus, calendars, songs and TV cartoons), and explaining how the content and features of the text suit its purpose, for example, the menu has pictures of dishes to help the customer understand what kind of food it is
  • recognising Chinese texts (for example, Chinese film posters and newspapers), and discussing how the textual features are organised, including the headings, images and fonts, and the cultural significance of such texts
  • applying knowledge of text features to help locate key information, such as identifying details relating to name, age and nationality across diverse examples of social media profiles and print information forms
  • discussing a range of predictable texts with teachers and peers to perceive common components (radicals) in complex characters such as ‘woman’ (女) and ‘water’ (氵)

  VCZHU029 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCZHU155

  Recognise the contextual meanings of individual syllables or characters to assist comprehension and vocabulary development, and explain the form and function of components in individual characters, for example, 心,想,情,闷

  Elaborations

  • inferring the meaning of unfamiliar characters by identifying familiar semantic and phonetic components of compound characters, and using contextual clues to map the form of characters to sound and meaning
  • using digital tools to write a specific character, and finding out its pronunciation by using online dictionaries
  • writing characters with correct structure and proportion when writing with and without 田字格, and discussing issues with remembering and reproducing individual components in characters, for example, discriminating between characters such as 冒、昌…
  • exploring a range of fonts in digital form and personal styles of writing, and appreciating the aesthetic value of calligraphy, including 硬笔书法

  VCZHU155 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCZHU091

  Identify how character structure, position and component sequences relate the form of a character to its particular sound and meaning

  Elaborations

  • learning the number, nature and sequence of strokes; exploring the range of stroke types used in characters; learning to write with a focus on stroke direction and order, and on balance and proportion within the square
  • comparing writing across languages, recognising differences in stroke sequences and word formation (letter strings versus character squares), word spacing, punctuation and text direction
  • learning the origins and features of components encountered in characters, and analysing the formation of characters, including recognising the frequency and positioning of common components (for example, 人、女、日、月) and their function or relationship to a compound character, for example, 人 in 他、认、从
  • decoding characters by analysing their structure and the number of components, and recognising familiar components
  • applying their knowledge of characters to learn to read and write new characters, and developing strategies for learning, for example, making connections between characters with a common component (你、他、们)
  • identifying contextual meanings of key morphemes in diverse contexts, for example, 天，日，二/两，你好 versus 好玩
  • identifying the relationships between the meaning of individual morphemes in words and exploring how these morphemes apply in a wider range of word contexts
  • explaining the use of common suffixes (子、里、面) and key morphemes (电、家、物、机)
  • understanding how new concepts are interpreted in Chinese by analysing the nature of technology-related terms expressed in Chinese, for example, 电脑、短信、博客

  VCZHU091 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHU254

  Compare features of prosody across languages and explore how they contribute to expression of meaning

  Elaborations

  • comparing how prosody is used to enhance the aesthetic features/uses of language in different texts such as poems and essays when read aloud
  • evaluating the effectiveness of prosody in diverse contexts, for example, analysing the relationship between use of voice and character types in movies and television dramas, such as how the matriarch or patriarch of the family in Chinese dramas often has a stern and intimidating voice
  • using prosody with effect when communicating with others, such as in formal presentations and debates, and in imaginative or dramatic performances, for example, 众所周知／显而易见／总而言之

  VCZHU254 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU237

  Apply understanding of word morphology and vocabulary choices to interpret and convey meaning

  Elaborations

  • examining the relationship between characters in a word, identifying subtle differences in meaning to enhance their own communication, and determining the appropriate context for related words such as 帮助 and 帮忙
  • differentiating 形近词 based on the meanings of each morpheme (for example, in 走进 and 走近) and applying in own writing
  • analysing how words containing a common morpheme are related, for example, how 乘 is used in 乘车 (‘take a ride’), 乘机 (‘take a chance’) and 乘法 (‘multiplication’)

  VCZHU237 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language