Search

ACLCHU206

Identify how information and ideas are organised in a range of genres, and compare the textual features of narratives in Chinese and English to determine features which are distinctive to Chinese

Elaborations ScOT Terms

Achievement Standard Chinese Years 7 and 8

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 …

Years 7 and 8 Chinese

The nature of the learners Students understand the ways in which they use more than one language in their daily lives. They understand the differences between the Chinese and English oral and written language systems and begin to extend their knowledge …

Elaboration (4) ACLCHU205

organising information in diverse ways and discussing the logical flow of the information, considering whether it meets the audience’s expectations, for example, comparing 目前陆地上的煤，石油等资源由于长期开采，已经越来越少。 and 由于长期开采陆地上的资源，比如煤和石油，目前已经越来越少

Elaboration (1) ACLCHC200

reading children’s stories in bilingual form and identifying which ideas in Chinese and English may or may not translate directly

Elaboration (5) ACLCHU206

analysing and explaining the organisation and development of ideas or an argument in a range of genres, including textual features such as paragraphing

Elaboration (3) ACLCHC196

listening for structural cues such as signposting, and considering images, music and voice to enhance understanding of key ideas conveyed, for example, identify changes in tone of voice and pacing to indicate potential danger or a sense of urgency

Elaboration (4) ACLCHC198

reading jokes or cartoons in Chinese, discussing how humour is conveyed through words and the presentation of ideas, and comparing with humour in English, discussing whether ‘entertainment’ means the same thing in different languages and cultures

Elaboration (3) ACLCHC202

comparing how language and gesture are used to communicate in English and how these features would be understood when interacting with Chinese people; identifying how their communication style may need to be altered when conveying ideas in Chinese

Elaboration ACLCHU206

comparing the expression of ideas in diverse traditional and contemporary literary texts, for example, exploring the different ways in which the story of 孙悟空 is told in a cartoon, story or TV show

Elaboration (2) ACLCHU206

comparing the ways in which similar ideas and concepts are presented in diverse genres, discussing the impact of genre choice on text structure and language use (for example, in persuasive and evaluative texts) and examining how language choices achieve …

Elaboration (2) ACLCHC194

sharing personal ideas and opinions on experiences such as home life and routine, school and education, diet and food, travel and leisure, climate and weather, expressing opinions and preferences, and stating reasons to elaborate the message, for example, …

Elaboration (8) ACLCHC196

collating information and ideas to present to others using various tools and charts and with consideration of the relevance, organisation and sequencing of information, for example, considering: What is the best way to introduce the topic? What do they …

Elaboration (3) ACLCHU205

exploring uses of cohesive devices such as 可是; 因为…所以…;如果…就… to sequence and order ideas and events (for example, …的时候、以后、以前;先…然后…; 完), to compare ideas (for example, 跟…一样/不同；比), and as simple connectives, for example, 不但…而且…；虽然…但是…

Elaboration (8) ACLCHC202

being aware of how own ideas may be perceived by others based on language choice, for example, 我妈妈不喜欢我说汉语中间夹英语，但是我和朋友经常这样说，她也经常这样说。有的时候姥姥听不懂，我就会想想全用汉语怎么说

Curriculum Types

Curriculum Elements Types

General Capabilities