AC9LC10C05 Year 9 Languages

AC9LC10C05 – Year 9 Languages: Creating text in Chinese

Strand

Communicating meaning in Chinese

Substrand

Creating text 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

create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, sentence structures and textual features and conventions to engage different audiences

Elaborations

• using appropriate digital tools, and producing cartoon scripts to express traditional Chinese values, for example, 孔融让梨 and 愚公移山 or presenting a voice-over for a segment from a familiar television show or commentating a youth sporting event
• creating plays with plots that reflect personal opinions on topics of interest such as 旅行, 未来, using props to support storytelling, and experimenting with language, image and sound to convey complex ideas and enhance audience appreciation
• composing a range of informative texts, using a variety of formats for different contexts, purposes and audiences, for example, writing a speech to welcome a class of Chinese-speaking students who are being met online in a class activity or writing an email to a Chinese-speaking friend about something that has recently occurred
• writing a journal entry, or contributing to a school newsletter in Chinese reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
• creating visual displays of data or information gathered from personal research or overseas trips to share with peers on features of lifestyle or experiences of Chinese-speaking youth, for example, educational opportunities, outdoor and sporting activities across the seasons, or a typical weekend for a teenager in different Chinese-speaking countries/ regions such as Singapore, Taiwan or Hong Kong or different areas within Mainland China
• using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the atmosphere of a busy morning in a Chinese town 车水马龙, 人来人往, 人山人海

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.