Languages Chinese

OVERVIEW

The study of a language other than English contributes to the overall education of students, most particularly in the area of communication, but also in the areas of cross-cultural understanding, intercultural learning, cognitive development, literacy and general knowledge. It provides access to the culture of communities which use the language and promotes understanding of different attitudes and values within the wider Australian community and beyond.

The ability to communicate in another language, in conjunction with other skills, may provide opportunities for employment in the fields of interpreting, social services, ethnic affairs, the tourism and hospitality industries, international relations, the arts, commerce, technology, science and education.

This study is designed to enable students to:

Use Chinese to communicate with others
Understand and appreciate the cultural contexts in which Chinese is used
Understand their own culture(s) through the study of other cultures
Understand language as a system
Make connections between Chinese and English, and/or other languages
Apply Chinese to work, further study, training or leisure

CONTENT

UNITS 1- 4 AREAS OF STUDY

Three Themes

The Individual
The Chinese-Speaking Communities
The World around us

Nine Topics

Personal identity
Relationships
Education and aspirations
History and culture
Arts and entertainment
Living in a Chinese-speaking community
Global and contemporary society
Communication and media
The influence of science and technology

Text Types

The student will be expected to be familiar with the various text types. The student is expected to be familiar with, and be able to produce, the following five kinds of writing: Personal, Imaginative, Persuasive, Informative and Evaluative.

BIBLICAL PERSPECTIVE

Competence in language, both written and oral, is of vital importance in communicating the gospel. The study of a LOTE should be more than simply memorizing words and structures, especially from a Christian perspective. Effective communication in a second language takes place when there is a relationship based on levels of empathy and feelings allowing social discussion to effectively take place. Being familiar with phrases, structures, text types and appropriate relationship building strategies, allows us to join communicatively in God’s big vision of impacting people and communities, and seeking and saving the lost.

The common worldwide issues we explore in VCE Chinese include: relationships, personal opinions and values, lifestyles, customs and traditions, as well as social and environmental change. Studying these topics and themes will further increase our students’ understanding of our responsibility to God and others in His world.

ASSESSMENT

UNITS 1 & 2

Students will be expected to be familiar with various text types for written and oral assessment.

Text types will be selected from the following:

Advertisement
Article
Conversation
Discussion
Email
Editorial
Formal letter
Interview script
Invitation
Journal entry
Play/role play
Review
Recipe
Report
Song
Speech
Story

UNITS 1

For Outcomes 1, 2 and 3

Participate in a conversation, interview or role-play
Give a talk to the class about selected topic, asking and answering questions
Write a descriptive summary of a film including information from a review of the film
Listen to a conversation and view a map to write directions
Read an article and listen to an announcement to write instructions.
Create a written presentation which may include pictures; this may be supported by media
Write an imaginative children’s story.
Write a personal answer to an email

UNITS 2

For Outcomes 1, 2 and 3

Write an informative blog in response to texts
Respond in a written letter to a radio announcement or editorial
Describe in writing an experience seen from different perspectives
Write a reflective article on a cultural insight, such as the attitudes of Chinese-speaking people in Australia and elsewhere to traditional customs
Evaluate opposing arguments put forward on an issue, such as attitudes to health or the long-term impact of social media on society
Narrate a life story, event or incident that highlights an aspect of culture
Tell the class a personal or reflective story about a cultural event
Present and explain an aspect of culture referring to a portfolio or a PowerPoint presentation.

UNITS 3 & 4

Outcomes	Assessment Tasks	Marks Allocated*
Unit 3 Outcome 1 Participate in a spoken exchange in Chinese to resolve a personal issue. Outcome 2 Interpret information from texts and write responses in Chinese. Outcome 3 Express ideas in a personal, informative or imaginative piece of writing in Chinese. Unit 4 Outcome 1 Share information, ideas and opinions in a spoken exchange in Chinese. Outcome 2 Analyse information from written, spoken and viewed texts for use in a written response in Chinese. Units 3 and 4 Present information, concepts and ideas in evaluative or persuasive writing on an issue in Chinese.	A three- to four-minute role-play, focusing on negotiating a solution to a personal issue.	10
	Responses to specific questions or instructions using information extracted from written, spoken and viewed texts on the selected subtopic.	7.5
	An approximately 200-character personal, informative or imaginative piece of writing.	7.5
	A two- to three-minute interview providing information and responding to questions about a cultural product or practice.	10
	An approximately 150 character written response for a specific audience and purpose, incorporating information from three or more texts.	7.5
	An approximately 300-character evaluative or persuasive piece of writing.	7.5
	Conversation Discussion	12.5
	Listening & Responding Part A: Response in English	7.5
	Part B: Response in Chinese	7.5
	Reading & Responding Part A: Response in English	10
	Part B: Response in Chinese	5
	Writing	7.5
TOTAL MARKS		100
School-assessed coursework for Unit 3 contributes 25 % to the study score School-assessed coursework for Unit 4 contributes 25 % to the study score