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AC9LC10EC06: Year 9 Languages Content Descriptor – Creating text in Chinese
AC9LC10EC06 Year 9 Languages

AC9LC10EC06 – 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 spoken, written and multimodal informative and imaginative texts, selecting vocabulary, expressions, sentence structures and textual conventions for familiar and some unfamiliar contexts and purposes, to engage different audiences

Elaborations

  • • creating short performances, (a skit about celebrating the Spring Festival, a simple song about school life, a rap about being a student of Chinese, etc.) and incorporating idioms, 年年有余, 人山人海
  • • portraying a scene from a familiar narrative (a skit or short play recounting an event from a well-known novel, etc.) and considering how the main characters represent their experiences and express their emotions through their interactions
  • • developing an information kit, supported by visuals, about their local city or region to provide to Chinese-speaking visitors via a local tourism website, including details on history, climate, environment and cultural activities
  • • 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
  • • producing multimodal presentations to deliver information about aspects of leisure activities, education or community life, for example, 澳大利亚的运动, and expressing opinions and perspectives, using data and examples to support ideas, for example, 我觉得这个电影很没意思, 因为... , 而且... , 所以...
  • • creating a role-play, exploring how alternative words can be used to convey varying degrees of emotion and attitude towards people, places and events, for example, 我真高兴！, 你快乐吗？, 他很幸福。
  • • composing a creative account of an imagined experience with Chinese-speaking visitors to the local community, for example, hosting a student from Hong Kong or taking a tour group to a local event, describing scenes, feelings and emotions, for example, 我真高兴！, 太棒了！
Show 3 more elaborations
  • • creating a Chinese voice-over for a scene from an English language sitcom, experimenting with ways in which language, image, behaviour and humour are used to enhance meaning and entertainment
  • • devising a set of posters or signs in Chinese to remind people of school expectations, for example, 爱护花草, 请安静, 可回收物, 不可回收物, 关闭手机
  • • writing information about life in diverse environments, expressing ideas with elaborated details to enhance meaning and engage readers, for example, 今天太冷了！只有零下五度。还下雪。只能在家呆着。

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.