AC9LC10EU02 Year 9 Languages

AC9LC10EU02 – 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

select and use structures and features of the Chinese grammatical and writing systems to enhance and infer meaning, and create spoken, written and multimodal texts

Elaborations

• describing orthographic features of new characters encountered, including the structure, sequence and relationship of components
• examining the use of diverse character-morphemes to express similar ideas, for example, identifying multiple characters for food 饭, 菜, 食, 餐 and organising and classifying words containing these characters to understand their contexts of use
• discussing the use of 繁体字 and 简体字 in Chinese-speaking communities today, including the revival of 繁体字 and the spread of 简体字 in diverse communities, traditional characters encountered in their local Chinese communities, and noting their simplified character version
• exploring the uses of diverse time expressions and ways to sequence events in time, for example, 先...然后..., 一...就..., ...了...就..., 才, 第一, 然后
• applying ways of sequencing and connecting ideas through the use of conjunctions and cohesive devices, for example, 不但...而且…, 虽然...但是, 因为…所以..., 开始..., 后来...
• comparing ways in which tense is expressed, for example, 了 to indicate completion; 完 to indicate the achievement of a desired result; 想 to indicate intention; the use of verb negation 没有 to indicate negative past; 正在 to indicate action in progress
• developing ideas using nuanced structures, for example, using different ways to negate depending on degree of formality or emphasis 我不是..., 我哪儿有...？, 我没有办法..., 我不能..., 不行, 别, 不准

Show 2 more elaborations

• comparing prepositions and discussing the importance of contexts when determining their meanings in texts, for example, 跟, 对, 给
• using modal adverbs, for example, 很, 更, 最, 非常, 挺...的, 太...了

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.