About this resource:
The nature of the learners
Students have prior experience of learning Chinese and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of the contexts in which they communicate with others. They have a growing awareness of the wider world, including the diversity of languages, cultures and forms of intercultural communication. They are considering future pathways and prospects, including how Chinese may feature in these.
Chinese language learning and use
The systems of writing and speaking in Chinese are distinct. Learners analyse how messages are conveyed across languages and apply their skills in mediating between languages and cultures. Classroom discussions focus on exploring and extending learners’ understanding of contexts and audiences to enhance their personal communication skills. Students access information and explore texts written in Chinese, developing strategies to interpret meanings where not all characters are known.
Contexts of interaction
Students interact with a range of known and unknown participants locally and globally, engaging in discussions about issues of personal interest (for example, relationships at home and school) and developing their ability to speak with confidence, experimenting with flow emphasis and stress to enhance their message.
Texts and resources
Students explore a range of text types, including informative digital media texts, opinion pieces and news, narrative fiction and non-fiction, short videos, TV programs and music. They learn to interpret, create, evaluate and perform different types of texts, such as procedural, persuasive and narrative, across a range of domains.
Features of Chinese language use
Students reflect on their understanding of and responses to their experiences when communicating across cultures. They construct blogs to post online, correspond with others by text message and email, and compose short texts on a range of issues for different audiences and purposes. They use creative, expressive and persuasive language in advertisements and posters relating to contemporary issues or events. They work collaboratively to exchange information and ideas and to share their life experiences with other Chinese speakers around the world.
Level of support
Students continue to develop their communication skills with increasing autonomy while drawing on diverse forms of scaffolding and models, including word lists, digital dictionaries, and teacher advice and support as required.
The role of English
Some explanations and reflection are necessarily carried out in English but learners at this level are able to express some complex concepts and reactions in Chinese.
About this record:
http://rdf.australiancurriculum.edu.au/elements/2018/05/3e74f072-19c2-45f7-9ee2-dc501ff17a7e.rdf