Chinese / Year 9 and 10 / Communicating / Reflecting

View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Reflect on the reactions and experiences of participants (including their own) in interactions and observe how languages is adapted to communicate effectively in unfamiliar contexts

[Key concepts: face, disagreement, approval; Key process: reflecting]

 (ACLCHC105)

Elaborations
  • sharing information about their membership of diverse groups and exploring how this is expressed in Chinese, for example, 我和他是同学,我们都在这个学校学习。我的姐姐是澳大利亚国家队的运动员
  • interacting with Chinese-speaking peers to share aspects of their own identities as young Australians, for example, considering: What aspects of my life and identity would Chinese youth find interesting? How do I want to be perceived or understood?
  • identifying how different opinions and perspectives are expressed and how this may be perceived by others, for example, comparing representations of foreigners in 外国人有一些不同的习俗 with 老外都很奇怪
  • interacting with teachers and peers and reflecting on how to respond, for example, what to do when they don’t comprehend words used or meanings expressed by other participants
  • identifying and responding to intended and unintended meanings conveyed in interactions, for example, noticing contradictions between what is being said and the posture, movement, gesture and expression of participants, and asking: How do I interpret participants’ real meaning? Are they just being polite or are their words genuine?
  • reflecting on their own language choices in interactions with Chinese speakers and how these may have been perceived, for example: Was my communication culturally appropriate? Did I adjust my language and body language to help convey my meaning more appropriately and effectively? How can I seem interested when I am not?
  • reflecting on how one’s own cultural values and norms may relate to those of Chinese speakers, for example: What are the values held by Chinese speakers? Which of my own values are non-negotiable? What Chinese values do I feel I should validate and support?
  • examining the use of inclusive language and how ideas are framed, for example, the impact of positive versus negative framing on how meaning is interpreted across languages and cultures, such as 足下留情,小草常青 versus ‘Keep off the grass’
  • considering the role of voice, pitch and pace to encourage involvement of others in interactions and experimenting with modality to empower themselves and others, for example, 你可以 versus 你一定要;我可能 versus 我会
  • exploring the contexts and implications of terms used to identify others, for example, 老外、 华侨、 华裔、 大陆人、 华人、 中国人、 少数民族
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
  • Intercultural understanding Intercultural understanding
  • Personal and social capability Personal and social capability
  • Ethical understanding Ethical understanding
ScOT terms

Language conventions,  Chinese languages

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Language Learning Space

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Teacher resource

China and globalisation

This is a website that focuses on the teaching of elementary Chinese language through six units that are populated with teaching and assessment ideas, historical and contemporary information, still images, video content, downloadable worksheets, hyperlinks to further resources and Chinese language flash cards. The six units ...

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Zou ba! The Gold Buddha: adjectives and verbs

Follow an adventure about 'The Gold Buddha'. Find out how to use adjectives and verbs when comparing people's looks and abilities. Use adjectives like tall, strong, brave and good with hands. For example, describe yourself as faster than a friend so that you can run in a race. This learning object is one in a series of ...

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Zou ba! Greetings: people's names

Listen to people asking and giving the names of others. Find out how to ask and answer the question 'What is his/her name?'.

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Zou ba! School: timetables

Find out how to describe the order of subjects in a school day. Notice that numbers are used to identify school periods. For example, 'I have Maths in period three on Wednesday.' This learning object is one in a series of four objects.

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Zou ba! The Gold Buddha: adverbs

Follow an adventure about 'The Gold Buddha'. Find out how to use adverbs when describing people's actions. Look at the relation between adjectives and adverb pairs like happy/happily, quiet(ly), loud(ly), nervous(ly) and slow(ly). For example, describe someone who is fast as 'running quickly'. This learning object is one ...

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Zou ba! My house: rooms and places

Explore the names for rooms in a house. Find out how to ask and answer questions about where people and furniture are within a house. This learning object is one in a series of three objects.

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Zou ba! Sports: ball games

Explore the Chinese names for ball sports. This learning object is one in a series of three objects.

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Quirky comics: Catastrophe: level 1 [French]

Read and listen to a story in French about a day when everything goes wrong. Find out about a student's misadventures as she tries to get to school on time. Use the glossary tool if you are unsure of a word. Then try five activities to test your understanding of the vocabulary and sentence structures.

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Quirky comics: Aduh: level 1 [Indonesian]

Read and listen to a story in Indonesian about a day when everything goes wrong. Find out about a student's misadventures as she tries to get to school on time. Use the glossary tool if you are unsure of a word. Then try five activities to test your understanding of the vocabulary and sentence structures used in the story.

Moving Image

Languages online: Chinese module one: meet my family - video

This is a short video in Chinese showing a teenage boy visiting a friend's house and interacting with his sisters and his mother. The conversation uses several different forms of greeting, introduction, and questions about family members' ages and occupations. The video is accompanied by a script that can be toggled to ...

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Matching kanji

Explore sets of kanji that have similar appearance but contain subtle stroke differences, such as 日, 貝, 月 and 目. Pair up kanji that match exactly. Notice that when kanji look alike they sometimes have related meanings. Spot the subtle differences in strokes that form the different kanji. Build your knowledge of kanji by ...

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Zou ba! Shopping: how much does it cost?

Listen to a shopping dialogue exploring the use of Chinese dollars and cents; kuài, yuan, jiǎo, máo and fēn. Find out how to describe an item as expensive or cheap. This object is one in a series of four objects.

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Zou ba! Your life: activities you like

Watch a teenager commenting on scenes of childhood days. Say why you like or dislike activities such as mountain climbing, sailing, kite flying, camping and fishing. Use adjectives such as fun, dangerous, amusing, thrilling, fascinating and interesting. This learning object is one in a series of four objects.

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Zou ba! Chinese New Year

Explore the activities and customs of Chinese New Year and learn how to wish others a Happy New Year.

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Out and about: city excursion [Arabic/English]

Listen to a spoken recount in Arabic or English about a class excursion by train to central Sydney. Read a written version of the recount in English. See photos of the places the class visited, including the Sydney Harbour Bridge, the Sydney Opera House, a toy museum and Circular Quay. Select hyperlinks to see images of ...

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Quirky comics: Rendez-vous mystérieux: level 1 [French]

Read and listen to a story in French of a boy who responds to a series of mysterious commands to go to different places and wear different disguises. Share his confusion until the end when a surprise is revealed. Use the glossary tool if you are unsure of a word. Then try five activities to test your understanding of the ...

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Zou ba! Clothing: what are you wearing?

Find out how to ask what someone is wearing and talk about the colour and type of clothing being worn by others. This learning object is one in a series of three objects.

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Zou ba! The sports match: match times

Explore the Chinese words for sports such as basketball, table tennis, cricket and soccer. Find out how to tell someone the starting time of a sports match. Notice the use of the number zero when talking about hours and minutes such as 7:05 pm. This learning object is one in a series of five objects.

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Quirky comics: Hokenshitsu: level 2 [Japanese]

Read and listen to a story in Japanese about a student who tries to get help from a school nurse for her upset stomach. She is not alone! Find out how the nurse helps the students. Use the glossary tool if you are unsure of a word. Then try five activities to test your understanding of the vocabulary and sentence structures.