AC9LC10EC03 Year 9 Languages

AC9LC10EC03 – 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 non-verbal, spoken and written exchanges to discuss, plan and reflect on activities, events and experiences with peers

Elaborations

• organising a class or school celebration such as celebrating Spring Festival 拜年 and Mid-Autumn Festival 吃月饼, sharing suggestions and delegating roles
• collaborating to develop an imaginative promotional video to post on a website to sell an innovative product or service, for example, a new sustainably designed house or car
• initiating activities among peers such as 汉语角 to promote Chinese learning in school, and arranging a time and location for this activity, for example, 我们可以星期二练习说汉语。我们可以在教室, 或者在电脑室。
• planning group events (a real or online event, trip or excursion to a Chinese-speaking community, etc.) and persuading others to get involved and contribute in different ways, for example, 你不是很喜欢吃中国菜吗？我们一去中国城吧？

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.