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Descriptors›Languages›Year 9›Understanding language and culture›Understanding systems of language›AC9LC10EU01
AC9LC10EU01: Year 9 Languages Content Descriptor – Understanding systems of language
AC9LC10EU01 Year 9 Languages

AC9LC10EU01 – Year 9 Languages: Understanding systems of language

Strand
Understanding language and culture
Substrand
Understanding systems of language

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

apply features of the Chinese sound system, and discern differences in patterns of sound and tone, in familiar and some unfamiliar contexts

Elaborations

  • • analysing sequences of characters containing a common component or side to determine the features of form, function and predictability within the group, for example, explaining the features of position, phonetic function and the range of sounds in the characters 请, 清, 情, 晴, 精, 睛, 猜
  • • listening to interactions between unfamiliar voices at different speeds or levels of clarity to develop auditory and comprehension skills, and discriminating between sounds heard in spoken texts, including the range of vowel and consonant combinations, for example, ‘qin’ versus ‘qing’ and ‘chi’ versus ‘qi’
  • • examining the diverse meanings of words that share similar sounds, for example, the many meanings of the sound ‘shi’ and how to differentiate between 同音词 and 近音词 in different contexts 同意 and 统一
  • • comparing examples of regional variation in pronunciation, for example, comparing the Beijing use of 儿 and the southern pronunciation of ‘shi’ and ‘si’, and noticing and describing differences in accent and tone when listening to Chinese speakers from diverse regions
  • • noticing tone changes and reflecting on the impact on developing fluency when speaking, for example, noticing, “Do my words sound less forced and more natural?”
  • • exploring the role of emphasis, stress and rhythm in expressing subtle meanings in interactions in Chinese and English

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.