AC9LC10C03 Year 9 Languages

AC9LC10C03 – Year 9 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Chinese

Substrand

Mediating meaning in and between languages

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

evaluate and synthesise information, ideas and perspectives in a broad range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience

Elaborations

• extracting details and main ideas from texts, making judgements about their relevance and discussing contrasting points of view, for example, selecting the main events from an article, identifying core data from interviews, and identifying gist and main point/s of a spoken interaction
• comparing and responding to different perspectives on the same event or on a topical issue, for example, maintenance of clean air, water and soils
• reading and sharing key information from diverse authors, making connections between the author’s opinion and attitudes towards particular topics such as 玩电脑游戏
• listening to or reading a First Nations Australian’s stories and discussing their opinions and ideas, and, in Chinese, presenting their personal profile to the class
• comprehending information, ideas and/or opinions in spoken, written and multimodal texts related to school and education, for example, comparing Australian school timetables and subjects with those in different Chinese-speaking countries, identifying the similarities or differences, and relating them to the general public’s beliefs of education in each country
• listening to, or viewing topic-related Chinese programs (video, film clips, etc.), sharing opinions on characters and plot, and relating the situations and contexts in the program to similar events in their own life, for example, 如果我是她...; 我觉得他最好...
• sharing own interest in people, places and events in Chinese-speaking environments by reading about places and historical figures such as 秦始皇, 毛泽东, and writing articles for the local community

Show 2 more elaborations

• creating and displaying bilingual posters, to raise peers’ awareness and help promote the work of charity organisations in Chinese-speaking communities, or to promote a range of bilingual texts and resources for the school and wider community, etc.
• listening to popular Chinese-language songs, comparing themes and content to those of songs popular in Australia, and discussing how popular culture reflects social issues, for example, love songs

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.