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AC9LC10U02: Year 9 Languages Content Descriptor – Understanding systems of language
AC9LC10U02 Year 9 Languages

AC9LC10U02 – 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 knowledge of sentence structures and character form and function to predict meaning and compose texts that contain some complex structures and ideas

Elaborations

  • • handwriting simple sentences using correct characters to respond to questions
  • • exploring examples of types of simplifications and ways of associating traditional characters with known simplified forms such as whole simplifications 为-為, part substitutions 汉-漢 and half simplifications 说-說
  • • exploring ways to indicate complements of direction, for example, 上来, 下来; 进来, 进去; 回来, 回去; indicating abstract meanings 想出来, 答不上来, 停下来, 写上去
  • • comparing ways in which tense is expressed in Chinese, for example, 了 to indicate completion; 完 to indicate the achievement of a desired result; 打算, 计划 to indicate intention
  • • understanding elements of Chinese grammar such as word order and sentence construction, for example, analysing Chinese-specific grammatical structures and features such as 把 structure, and passive voice using 被
  • • making use of conjunctions to demonstrate sequence …就, 先...(然后) 再, inference 既然…就, concessions 即使…也, condition 无论…都, choices 不是…就是 and preference 除了…以外…也
  • • exploring ways to express similarities or comparatives using 和...一样, 比, 比较, 更, 最
Show 3 more elaborations
  • • distinguishing the differences between using structural particles 的, 得, 地 in sentences appropriate to the contexts, for example, 你的看法很有意思, 你说得好, 他很认真地在说
  • • comparing the use of words that rely on interpretation of contexts to convey the intended meaning, for example, 让, 给
  • • expressing conditions such as 如果…就; expressing cause and effect such as 为了...; and expressing the condition, quality or result of an action, for example, 坐得下, 说得对, 做完, 买到

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.