AC9LC10C02 Year 9 Languages

AC9LC10C02 – 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

contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare cultural experiences

Elaborations

• planning group events such as a real or online event, trip or excursion to a Chinese-speaking community, and persuading others to get involved and contribute in different ways, for example, 你不是很喜欢吃中国菜吗？我们一起去中国城吧？
• participating in discussions and expressing personal opinions on issues relevant to contemporary youth such as 教育, 环境, 科技, 社会公平, displaying levels of politeness or assertiveness as appropriate to contexts, for example, 我希望 versus 我要; 你最好/你应该 versus 你一定要
• commenting on transaction experiences and acknowledging the work of others, for example, 你做得不错，但是如果你...就更好了
• discussing issues, suggesting alternative solutions and making decisions using levels of formality and respect appropriate to audience and purpose, for example, 我觉得这样做更好; ...可以吗？

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.