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Descriptors›Languages›Year 9›Understanding language and culture›Understanding systems of language›AC9LCH10EU01
AC9LCH10EU01: Year 9 Languages Content Descriptor – Understanding systems of language
AC9LCH10EU01 Year 9 Languages

AC9LCH10EU01 – 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

demonstrate how features and conventions of spoken Chinese can extend fluency when responding to and creating texts appropriate to contexts, purposes and audiences

Elaborations

  • • listening to interactions between unfamiliar voices at different speeds or levels of clarity to develop auditory and comprehension skills, and applying similar pronunciation to spoken texts, for example, reading a news story in a similar way to a news reporter
  • • discriminating between unfamiliar homonyms in Chinese such as 加油（打气/补充油） and enhancing fluency by practising rap songs or stand-up comedy in Chinese
  • •

    identifying regional variation in pronunciation and/or tone across different Chinese-speaking environments, for example, 和 pronounced hé in mainland China but may be pronounced as hàn in Taiwan

  • • experimenting with rhythm, pace, tone and stress, and developing strategies to enhance their own communication with others, for example, taking on the role of a flight attendant and saying 女士们， 先生们， 我们的航班将在几分钟后起飞 (BL) or practising formal presentations or dramatic performances, for example, 众所周知／显而易见／总而言之 (L1)
  • • using dictionaries or digital tools to help with learning and knowing characters and pronunciation
  • • presenting an argument in a debate, using strategies such as emphasis and persuasion in oral presentation, with a focus on fluency and audience
  • • reading aloud a poem in different ways, using intonation, rhythm, pace, tone and stress to convey a range of meanings such as happiness, sarcasm, jealousy (BL) or quoting traditional literature, such as famous lines from poems (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.