AC9LC10EC01 Year 9 Languages

AC9LC10EC01 – 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 and sustain interactions in familiar and some unfamiliar contexts to exchange ideas, experiences and opinions about their own and others’ personal world

Elaborations

• introducing self, peers, friends and familiar adults in conversation or online, for example, 这位是王校长, 这是小王, 这是王一飞 and responding to such introductions, for example, 你好, 小王。我是...
• stating opinions on family life, familiar people, experiences and significant personal events, for example, 我最喜欢圣诞节, and indicating preferences with reasons, for example, 我想去看...电影, 因为听说这个电影很好看。
• encouraging involvement of others in interactions and experimenting with modality to empower themselves and others, for example, 你可以 versus 你一定要, 我可能 versus 我会
• expressing an apology, appreciation or gratitude in diverse ways, and comparing practices across contexts, for example, considering which term to use in various situations, depending on the relationship between participants 谢谢, 辛苦你了, 麻烦你了, 真对不起, 非常感谢
• sharing opinions on language used in contemporary media for young people, such as music videos and television series, for example, 我很喜欢学这首歌。它的歌词很美。

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANCHISL7_10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students initiate and sustain Chinese language to exchange and compare ideas and experiences about their own and others’ personal world. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Chinese or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Chinese to create texts. They use familiar characters appropriate to context and Pinyin to transcribe spoken texts.Students apply features of the Chinese sound system to enhance fluency, and discern differences in patterns of sound and tone in spoken language. They demonstrate understanding of the sound system in spoken exchanges and characters for written texts, and select and use sentence and grammatical structures to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Chinese, to discuss how this learning influences their ideas and ways of communicating.