AC9LC10EC02 Year 9 Languages

AC9LC10EC02 – 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

use Chinese language in exchanges to question, offer opinions and compare and discuss ideas

Elaborations

• discussing topics of interest (music, television programs, sports, etc.) and asking questions to seek information and opinions, request repetition, and clarify meaning, for example, 你说你的生日是明天，是吗？
• sharing opinions about school or family life, including 我的学校, 我的老师, 我的好朋友, 我的一家人, and linking ideas to explain and support a particular position or view, for example, 我的姐姐不但喜欢音乐，而且也很喜欢体育。, 我除了踢足球以外，还打板球。, 我觉得运动很有意思。
• corresponding with others via social networking sites, exchanging personal information and requesting information, for example, 你是哪国人？, 你喜欢学习汉语吗？
• discussing school life or hobbies, and asking questions to seek ideas and enhance mutual understanding, for example, 我不喜欢听音乐，我喜欢看书。你呢？

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.