AC9LCH10C05 Year 9 Languages

AC9LCH10C05 – Year 9 Languages: Creating text in Chinese

Strand

Communicating meaning in Chinese

Substrand

Creating text in Chinese

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

create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, sentence structures and textual features and conventions to engage different audiences

Elaborations

• producing evaluative writing in Chinese, for example, providing written feedback in Chinese on an information kit about the local region
• debating, or writing a text or speech, on a range of topics using persuasive language, for example, analysing and evaluating the pros and cons of digital tools
• creating multimodal bilingual texts such as a cultural awareness training information kit for the local government, comparing the cultural practices between a Chinese-speaking region or country and Australia
• reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Chinese to a group of Chinese-speaking visitors at a school assembly
• creating a range of procedural texts in Chinese, such as evacuation protocols, lab operation checklists or scholarship application procedures
• creating texts in Chinese for school newspaper or magazine, for example, reports on a school excursion to a museum or multicultural event
• identifying the morals or insight of a chosen story to produce an evaluative response in Chinese, for example, 我们可以从这个故事里学到...

Show 3 more elaborations

• creating their own imaginative stories about self, for example, 如果今天我是校长 ...
• creating written and multimodal narrative texts using a logical structure and sequence, for example, 金矿镇的故事 for a museum
• using models of literary styles to create texts, and presenting them in multiple ways, for example, producing an article with 排比 to enhance emotional impact, and reading it aloud to peers, using volume, stress and facial expression to convey emotion

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANCHIBLLF-1Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students maintain 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 enhance the overall meaning and cohesion of their spoken and written texts through the strategic use of language structures and features. Students incorporate the features and conventions of spoken Chinese to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of 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.