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Descriptors›Languages›Year 9›Understanding language and culture›Understanding systems of language›AC9LCH10EU02
AC9LCH10EU02: Year 9 Languages Content Descriptor – Understanding systems of language
AC9LCH10EU02 Year 9 Languages

AC9LCH10EU02 – 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 character form and function, and complex grammatical structures and features, to predict meaning and to compose a wide range of texts

Elaborations

  • • analysing sequences of unfamiliar characters containing a common component or side to determine the features of form and function, and predict meanings or pronunciation, for example, explaining the positions of character components and possible pronunciation of characters 请, 清, 情, 晴, 精, 睛, 猜 (BL)
  • • comparing and contrasting characters in texts or text extracts written in simplified and traditional forms
  • • analysing and comparing unfamiliar, simplified or traditional characters in print media and online texts (L1)
  • • applying understanding of word formation when comparing translations and selecting appropriate words using knowledge of character components and word order to suit text when typing or writing in Chinese
  • • discriminating correct forms and sounds of 多音字, such as 行 in 同行 háng and 进行 xíng, or using multiple forms of 通假字 such as 反 versus 返 or 说 versus 悦
  • • inferring the meaning of unfamiliar words containing a familiar character morpheme, such as 航道, 索道, or discussing why one word or character is preferred over others, for example, choose from 碧, 翠, 绿, 青 (BL) or 翠绿，碧绿，青翠，苍翠 (L1) to describe green
  • • explaining how morphology works to identify and convey subtle and precise meanings in communication, for example, 用餐 versus 吃饭
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  • • inferring the meaning of terminology based on analysis of characters, such as 螺旋桨 or 中央处理器
  • • understanding and applying punctuation in writing, or adhering to punctuation conventions in reading aloud, for example, full stops, commas, exclamation marks, brackets, quotation marks and question marks
  • • using particular language features such as 除此之外， 尽管这样， 同样 to extend and elaborate a point of view in a range of text types such as journal entries, interviews, speeches, debates or essays
  • • exploring the particular functions of key grammatical forms and using them correctly in different contexts, for example, distinguishing between the uses of 的，得，地 and 可以， 能，会 (BL)
  • • exploring examples of literary language and how grammatical features differ from everyday speech, such as 鲁迅的小说和议论文 or in traditional writing such as 虚词 particles 之， 乎， 者， 也 (L1)
  • • experimenting with the use of abstract nouns such as 希望， 幸福， 爱 to create texts (BL) or abstract nouns such as 物种， 深春， 微风 to create procedural texts (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.