AC9LC10U01 Year 9 Languages

AC9LC10U01 – 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 and conventions of spoken Chinese to extend fluency in responding to and creating texts in familiar and unfamiliar contexts

Elaborations

• 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, making sentences utilising this understanding
• understanding differences in patterns of sound and tone in extended Chinese speech when listening to speakers of different ages, genders and regional backgrounds, for example, listening to interactions between unfamiliar voices at different speeds or levels of clarity to develop auditory and comprehension skills, and paraphrasing to confirm meanings, for example, 您刚才的意思是…吗？
• exploring regional variation in pronunciation, for example, comparing the use of 儿 in Beijing and word choices such as 姥姥, 姥爷 versus 外公, 外婆
• experimenting with tone changes and reflecting on the impact on fluency when speaking, for example, considering, “Do my words sound less forced and more natural?”

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANCHISLF10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students contribute to and extend interactions in Chinese language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language devices to enhance meaning and cohesion. They select and use a variety of characters appropriate to context, using Pinyin to transcribe spoken texts.Students incorporate features, conventions and phrasing patterns of spoken Chinese including variations in intonation, rhythm and sounds, to enhance fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of grammar and character form and function, and language structures and features, to make and predict meaning. They support analysis of Chinese texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Chinese, to evaluate how this learning influences their ideas and ways of communicating.