AC9LC10C04 Year 9 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.

interpret and translate non-verbal, spoken and written interactions and texts to convey intercultural understanding in familiar and unfamiliar contexts

Elaborations

• 1 interpreting key ideas conveyed in Chinese texts, discussing how to maintain the sentiment and intention of authors when retelling or summarising these in English, and understanding why this is important in translation
• 2 examining the use of inclusive language and how ideas are framed, for example, the impact of positive versus negative framing on how meaning is interpreted across languages and cultures such as 足下留情，小草常青 versus ‘Keep off the grass’
• 3 describing interactions, showing consideration of 面子, and discussing the differences in the significance of 面子 when the interaction occurs interculturally
• 4 identifying core values implicit in interactions in Chinese and explaining these to English speakers, for example, describing the language of celebration, including the origins, significance and meanings of commonly used expressions such as 年年有余, 福如东海, 寿比南山
• 5 reflecting on the language, beliefs and values of characters in traditional and modern literature and popular culture, and comparing different student responses to the same story, event, character or place, for example, viewing excerpts from contemporary Chinese-language films and discussing personal responses and the sociocultural contexts of the film
• 6 considering how to be more inclusive in one’s own use of Chinese, for example, using questions, “What questions can I ask to understand others better?”, “What words are best to be avoided?” “How can I express my opinion without causing offence?”
• 7 reading everyday Chinese texts encountered in menus, brochures, product packaging and advertising; identifying challenges involved in conveying meaning in English; and explaining word choices and textual features employed to enhance meaning
• 8 listening to audio-visual stimuli to identify tone, purpose, contexts and audience to draw a valid and justifiable interpretation of inferences about meaning, values and attitudes related to relationships, for example, speakers’ views on 早恋 or 家庭关系
• 9 interacting with people of different ages and positions, varying language and level of formality according to relative status, for example, using suitable ways to accept or decline requests, compliments or suggestions 你能不能帮我一点忙？不好意思，我没有空。您找谁？你爸爸在家吗？

Related Achievement Standards