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Language systems focus on tone-syllable speech, character structure and sound-meaning links, word order, grammatical features, text types, and language variation across regions. 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language systems does the document emphasize for understanding Chinese?",{"text":72,"@type":64},"It emphasizes tone-syllable characteristics and pinyin support, how character structure relates to sound and meaning, Chinese word order and grammar, differences between traditional and contemporary text types, and variation in language use across regions and communities.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},315827,1789906910,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Socialising |  |\n| Exchange feelings, ideas and opinions, establish and maintain friendships and participate in group action | Interact and socialise with known and unknown participants in familiar contexts to plan and arrange events, and exchange feelings, opinions and preferences |\n| Correspond and collaborate with peers, relating aspects of their daily experiences and arranging sporting and leisure activities | Correspond with peers and teacher, exchanging ideas, negotiating decisions and inviting others to participate in collective action |\n| Informing |  |\n| Locate and share with known audiences factual information about people, places and events from a range of oral texts | Locate and compare perspectives on people, places and lifestyles in different communities, from a range of spoken information texts, and convey this information to others |\n| Locate factual information about life in other communities and about aspects of Australian life, including data from graphs and tables, and convey this information to known audiences | Locate and organise information on topics of interest from a range of written sources to develop a position, and convey this position to a familiar audience in a range of texts |\n| Creating |  |\n| Express opinions about imagined characters and events seen and heard in contemporary media and performances, and create own portrayals of characters using gesture, action, stress, and modelled phrases | Respond to imaginative texts by stating how themes such as relationships, image and acceptance are portrayed, and create own performances to express ideas on personal experiences of these themes |\n| Respond to simple narratives and create short texts about imagined characters and events | Respond to and create or adapt simple narratives that describe experiences and characters from folktales or popular fiction |\n| Translating |  |\n| Translate simple texts from Chinese to English and vice versa, identifying words and phrases in Chinese that do not readily translate into English, using contextual cues, action and gesture to assist translation | Translate simple modified Chinese texts and familiar interactions in different contexts, identifying alternative ways to interpret meaning |\n| Interpret common colloquial phrases and culturally specific practices from Chinese contexts into Australian contexts and vice versa, identifying contextual restraints and considering alternatives | Mediate descriptions of Chinese and Australian life, identifying what experiences and ideas are not readily translated between cultures |\n| Reflecting |  |\n| Reflect on personal experiences and observations of using and learning Chinese language in familiar contexts, and use these reflections to improve communication | 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 |\n| Understanding |  |\n| Systems of language |  |\n| Recognise the tone-syllable nature of the spoken language, discriminate use of tones, rhythm, and sound flow in interactions, and use Pinyin to support learning the spoken language | Discern differences in patterns of sound and tone in extended Chinese speech when listening to speakers of different age, gender, and regional background |\n| Identify how character structure, position and component sequences relate the form of a character to its particular sound and meaning | Relate prior knowledge of character form and function to infer information about sound and meaning of unfamiliar characters |\n| Identify and use the characteristics of Chinese word order and explain the use of Chinese-specific grammatical features | Analyse functions of grammatical rules and use language appropriate to different forms of oral and written communication |\n| Identify the characteristics of familiar text types, noting par","cbCaimma6geCPfbA","https://ap.wps.com/l/cbCaimma6geCPfbA","pdf",204794,"English","# Communicating\n## Socialising\n## Informing\n## Creating\n## Translating\n## Reflecting\n## Understanding\n# Achievement Standard","[{\"question\":\"What communication skills are expected across Levels 7 to 10 in Chinese?\",\"answer\":\"Students should socialise, exchange feelings and ideas, correspond with peers, share factual information about people, places and events, and convey preferences and opinions in familiar contexts.\"},{\"question\":\"What translating abilities are covered?\",\"answer\":\"Students translate simple Chinese texts to English and vice versa, interpret common colloquial phrases and culturally specific practices, and mediate meanings between Chinese and Australian contexts.\"},{\"question\":\"What language systems does the document emphasize for understanding Chinese?\",\"answer\":\"It emphasizes tone-syllable characteristics and pinyin support, how character structure relates to sound and meaning, Chinese word order and grammar, differences between traditional and contemporary text types, and variation in language use across regions and communities.\"}]","3 Chinese Second Language 7-10 Sequence Levels 7-10 | PDF"]