AC9LC10U03 Year 9 Languages

AC9LC10U03 – 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

reflect on and evaluate Chinese texts, using metalanguage to analyse language structures and features

Elaborations

• identifying features of text structure (layout, expression, tone, etc.) and rhetorical devices (metaphor, exaggeration, etc.) used to convey a persuasive argument or position, and comparing this with English text types and structures
• applying knowledge of the interrelationship between language elements, structure, contexts, purpose and audience to a range of texts, for example, applying understanding of genre to determine the purpose and intended message of texts such as in a diary, letter or advertisement
• exploring the ways in which language can be manipulated to make ideas more objective, such as the removal of personal pronouns and opinions
• examining the use of 的 as a subject modifier to express ideas that would contain relative clauses in English, for example, 我昨天买的书不太贵
• describing orthographic features of new characters encountered, using metalanguage, including the structure, sequence and relationship of components, and explaining connections evident between form, sound and meaning
• viewing different types of texts on similar topics and recognising differences, especially the language used, in discourse of spoken and written texts such as 昨天街上人很多, 昨天街上人山人海

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.