Chinese
What is friendship?
Topic outline
Topic objectives
Students will:
Initiate and sustain
interactions with peers and
familiar adults.
Evidence of learning
Can the student:
Use spoken Chinese to
sustain interactions?
Topic objectives
Students will:
Analyse and summarise
relevant information
obtained from a range of
spoken sources and
convey this information to
known audiences through
a range of texts.
Locate, classify and
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Years 7–8
Band Unit 2
Communicating
Discussing friendship Student resources
Example learning opportunities Slideshow — Discussing friendship
• Understand how to interact with peers to discuss friendship. Sheet — Discussing friendship
• Notice, model and discuss how language is used to Learning object — Introductory spoken text: What is friendship?
describe and discuss qualities and behaviours of a good
friend: Teacher resources
o 他很诚实 Supporting learning resource — Discussing friendship
(Answers)
o 他开心的时候
o 她不但很友好而且忠心. Helpful information
• Practise new language by asking and responding to Video — Chinese Song-朋友 ( Friends ) (YouTube, Chinese
questions about the behaviours of true friends. Music Source/Others) https://www.youtube.com/watch?v=f8ZBBBvGnn8
• Interact in spoken Chinese by discussing and comparing Video — 朋友别哭 (YouTube, ChaiLing AngelHeart)
ideas about friendship qualities with classmates. https://www.youtube.com/watch?v=7ygUpOtmI68
Summarising information about extraordinary friendships Student resources
Example learning opportunities Slideshow — Summarising information about extraordinary
friendships
• Understand how to analyse and summarise information
about friendships. Sheet — Summarising information about extraordinary
friendships
• Access information about extraordinary friendships from
different sources. Audio — Summarising information about extraordinary
• Analyse information about extraordinary friendships, friendships
including:
Learning object — Introductory spoken text: What is friendship?
o Who?
Teacher resources
organise relevant o Where? Supporting learning resource — Summarising information about
information, and re-present o What? extraordinary friendships (Answers)
this information for known Values evident?
o Supporting learning resource — Summarising information about
audiences.
• Summarise information using a timeline. extraordinary friendships: Teacher note
Evidence of learning • Convey information in a magazine article about students’
Can the student: own extraordinary friendships.
Summarise the main
points of information?
Convey the relevant
information in a range of
texts?
Create simple informative
texts?

Topic objectives Creating a story about friendship Student resources

Students will: Example learning opportunities Slideshow — Creating a story about friendship
Create written imaginative • Understand how to create written imaginative texts about Sheet — Creating a story about friendship
texts to describe friendship.
experiences involving Audio — Creating a story about friendship — Snake and mouse
• Notice, model and discuss narrative structure.
imagined people and Teacher resources
places. • Practise by identifying the orientation, complication and
resolution of a story. Supporting learning resource — Creating a story about
Evidence of learning friendship (Answers)
• Apply language to create a written imaginative text to
Can the student: describe a friendship. Audio — Creating a story about friendship — Lion and mouse
Create simple imaginative Supporting learning resource — Creating a story about
texts? friendship: Teacher note

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Topic objectives
Students will:
Translate texts for different
audiences, varying the
language to explain key
points for these different
audiences.
Evidence of learning
Can the student:
Translate texts varying the
language?
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Translating teenspeak Student resources
Example learning opportunities Slideshow — Translating teenspeak
• Understand how to translate texts for youth audiences Sheet — Translating teenspeak
varying the language to explain key points for these different
Teacher resources
audiences.
Supporting learning resource — Translating teenspeak
• Notice the strategies used when translating teenspeak into
(Answers)
Chinese, such as considering the context and meaning of
the English word. Helpful information
• Notice the strategies used when translating teenspeak into Video — OMG! 美语 Sick? Sick!! (YouTube, OMG! 美语)
English, such as
https://www.youtube.com/watch?v=eLVJ8qT7_tU
o checking for familiar characters
Video — OMG! 美语 Get OVER yourself! (YouTube, OMG! 美
o looking at the original meaning 语) https://www.youtube.com/watch?v=z7reISoyN7k
o checking the context.
Video — OMG! 美语 Over The Top (YouTube, 美国之音中文网)
• Practise translating English teenspeak into Chinese and
https://www.youtube.com/watch?v=FUBhiGt-CQw
explaining the process of translation.
• Translate a Chinese teenspeak guide into English.
• Reflect on the difficulties of translating teenspeak.
Topic concepts Australian Curriculum references for this topic

Socialising — Years 7–8 Band Chinese — Content descriptions

 • experience Communicating
• relationship Socialising
Informing — Initiate and sustain interactions with peers and familiar adults to plan and
arrange activities or social events in the context of the school or local
• representation
community, and vary spoken language in response to the needs and
 • perspective demands of other participants (ACLCHC049)
• lifestyle
Correspond with peers and other familiar participants to plan activities,
• trends and compare opinions on and attitudes towards different cultures
Translating — (ACLCHC050)

 • equivalence Informing
• meaning Analyse and summarise relevant information obtained from a range of
spoken sources and convey this information to known audiences through a
range of texts (ACLCHC051)
Locate, classify and organise relevant information, including analysing
data in simple diagrams, tables and graphs, and re-present this
information for known audiences (ACLCHC052)
Translating
Translate texts for different audiences varying the language to explain key
points for these different audiences (ACLCHC055)

Literacy general capabilities

Literacy
• Comprehending texts through listening, reading and viewing
• Composing texts through speaking, writing and creating
• Text knowledge
• Grammar knowledge
• Word knowledge
• Visual knowledge

 Addressed
For more information about coverage of other general capabilities, consult
For assessment the unit plan.

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