Initiate and participate in sustained interactions, using informative and descriptive language to share, compare and justify personal opinions about aspects of childhood, teenage life and relationships, for example, Es ist kompliziert, ein Teenager zu sein, weil ...

Engage in shared activities such as planning and managing activities, events or experiences, exchanging resources and information

Analyse ideas and information from a range of texts related to aspects of their personal and social worlds and identifying context, purpose and intended audience

Recognise the ways in which written language is different from spoken language such as being more crafted, elaborated and complex, with use of interrelated clauses and support details

Increase control of context-related vocabulary and extend grammatical knowledge of grammatical elements, including:

• recognising   when to use appropriate tense (present, present perfect, simple past, future)   with a range of regular and irregular verbs, including, common reflexive   verbs, transitive and intransitive verbs, modal verbs and verbs with   separable and inseparable prefixes
• connecting   and contrasting ideas, events and actions using a variety of conjunctions and   cohesive devices, including embedded clauses such as relative clauses and   noticing the word order, for example, Um Geld zu haben, muss man einen Job   finden; Entweder werde ich Klempner oder Elektriker. Der Film,   den du sehen willst, läuft jetzt im Kino
• noticing   and experimenting with compound forms such as common da- and
  wo(r)   - constructions,   for example, Was machst du damit?; Woran erinnerst du dich?
• linking   and sequencing events and ideas using a range of cohesive devices, including   adverbs (danach, vorher, dann, früher) and common conjunctions (als, dass, obwohl, wenn, weil), usually with the subordinate clause after the main clause

Examine the interrelationship between different text types, language choices, audience, context and purpose

Analyse how and why language is used differently in different contexts and relationships.

Initiate and participate in spoken interactions, using informative and descriptive language to share and compare personal opinions about aspects of childhood, teenage life and relationships, for example, 中国学生的作业比澳大利亚学生的多; 他们喜欢在周末看电影;

澳大利亚学生喜欢在周末运动; 我喜欢上网交朋友，你呢？

Engage in extended written interaction and activities about events or experiences such as aspects of childhood, teenage life and relationships, referring to information stated, or requesting or providing further details

Collate and present in written form different perspectives related to aspects of their personal and social worlds and identify context, purpose and intended audience

Use knowledge of character form and function to infer information about the sound and meaning of unfamiliar characters

Increase control of context-related vocabulary and extend grammatical knowledge, including:

• comparing the use of words that rely on interpretation of context to convey the intended meaning such as 让、给, comparing extracts from a range of spoken and written texts which use the same word in a different way
• expressing conditions, for example, 如果…就 ; expressing cause and effect, for example,
  为了… ; and expressing the condition, quality or result of an action, for example, 坐得下、
  说得对、 做完、买到
• examining the use of noun phrases in Chinese and experimenting with omitting nouns (zero subjects) when communicating, for example, 吃饭了吗？
• experimenting with the use of 的 as a subject modifier to express ideas that would contain relative clauses in English, for example, 我妈妈做的饭很好吃.