AC9LCH10EC01 Year 9 Languages

AC9LCH10EC01 – Year 9 Languages: Interacting in Chinese

Strand

Communicating meaning in Chinese

Substrand

Interacting 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

initiate, sustain and extend exchanges in a range of contexts, responding to ideas, opinions and perspectives about their own and others’ personal worlds

Elaborations

• applying strategies to sustain face-to-face and secure online conversations, or to prompt feedback on alternative views in a polite way, for example, using open-ended questions such as 大家觉得这个想法有什么好处？
• applying effective strategies in a debate, summarising key information and presenting a balanced and reasoned argument, for example, 听了大家的想法后，我们也想说说我们的想法 ... (BL) 听了大家的想法后，我们认为 ... or 我们的观点是 ... (L1)
• sharing opinions and responding to a range of school-related topics such as extracurricular activities, and linking ideas to support a particular view, for example, comparing school rules and expectations in Chinese-speaking countries and in Australia 我非常高兴我们都可以参加课外活动... (BL) 我认为无论是哪个学校的学生，每个学生都应该有发言权... (L1)
• acknowledging strengths in others’ ideas and providing evidence to contradict the ideas, for example, 我同意他的想法，因为 ... (BL) 我不完全同意他的观点，因为 ... (L1)
• engaging with educational social media to document their own experiences and achievements by posting a weekly journal or blog for others to read, for example, 校运会感想, 多元文化日有感
• expressing apology, appreciation or gratitude in diverse ways, and comparing practices across contexts, for example, considering which term to use in various situations, depending on the relationship between participants 知道你要开生日会我很高兴，但是我不能去了。(BL) 真对不起，我不能参加你的聚会，因为我星期日要 ... 非常感谢你的邀请, 希望你玩得高兴！(L1)
• interacting in spontaneous, hypothetical role-plays relating to a range of contexts, for example, seeing a doctor, dealing with personal emergencies such as losing identification documents while travelling (BL) or participating in a mock interview for a part-time job or volunteer work, answering questions with detail (L1)

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• responding to a range of texts such as personal letters, emails or job advertisements, for example, writing dot points of key skills and experience for a part-time job (BL), or writing a cover letter for a part-time job using detail to describe experience (L1)

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANCHIBFL7-1Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students initiate and extend interactions in Chinese language to exchange and compare ideas, opinions and experiences about their own and others’ personal worlds. They incorporate non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They evaluate and synthesise information and ideas in texts and demonstrate understanding of different perspectives. They interpret, translate and analyse information, and respond in Chinese or English, adjusting language to convey meaning. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They enhance the cohesion of their spoken and written texts through the strategic use of language devices and structures. Students understand and apply nuances of spoken language to extend fluency. They select and apply knowledge of language conventions, structures and features 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.