AC9LC10C01 Year 9 Languages

AC9LC10C01 – Year 9 Languages: Interacting in Chinese

Strand

Communicating meaning in Chinese

Substrand

Interacting in Chinese

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

initiate, sustain and extend exchanges in familiar and unfamiliar contexts related to students’ own and others’ experiences of the world, adjusting their language in response to others

Elaborations

• conversing with other Chinese-speaking peers, adjusting language to include a range of starter or filler words to maintain natural conversation and interest, for example, 这个 , 那个, 等等, 然后, 你呢, 对吗, 是吧, 好吧, 对不对, 请问, 我觉得
• using digital tools to exchange messages, emails and videos with peers in Chinese-speaking communities and comparing aspects of youth lifestyle, school and environment using comparisons when expressing thoughts and ideas 大部分澳大利亚的学生功课压力没有那么重, 很多中国学生在食堂吃饭
• comparing feelings about music, television programs or sports, and asking questions to seek ideas, request repetition, clarify meaning, for example, 你喜欢看电视，不是吗？and enhancing mutual understanding, for example, A: 我不太喜欢听流行音乐。我更喜欢摇滚乐，因为摇滚乐很有意思。B: 古典音乐怎么样？古典音乐也不错。
• introducing a topic or issue for discussion with others such as the importance of Mainland China or Hong Kong to Australia’s economy, the growth of Chinese-speaking tourists to Australia, or ways to promote ecotourism in Australia or in a Chinese-speaking country

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANCHISLF10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students contribute to and extend interactions in Chinese language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language devices to enhance meaning and cohesion. They select and use a variety of characters appropriate to context, using Pinyin to transcribe spoken texts.Students incorporate features, conventions and phrasing patterns of spoken Chinese including variations in intonation, rhythm and sounds, to enhance fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of grammar and character form and function, and language structures and features, to make and predict meaning. They support analysis of Chinese texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Chinese, to evaluate how this learning influences their ideas and ways of communicating.