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AC9LCH10U03: Year 9 Languages Content Descriptor – Understanding language and culture
AC9LCH10U03 Year 9 Languages

AC9LCH10U03 – Year 9 Languages: Understanding language and culture

Strand
Understanding language and culture
Substrand
Understanding language and culture

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

analyse a range of Chinese texts, using metalanguage to explain linguistic, textual and cultural elements

Elaborations

  • • analysing linguistic features, using metalanguage such as double negatives and parallel sentences, to identify different purposes of texts, for example, 不无道理, 努力努力再努力
  • • analysing a range of text types and explaining how different language features may suit different purposes in certain cultural contexts, for example, analysing the layout of magazines and online texts and the deliberate choice of images, fonts and words to enhance understanding of key ideas and author positioning
  • • analysing and categorising cultural and linguistic elements in Chinese expressions, for example, the use of measure words
  • • comparing key features used in formal and informal contexts in Chinese and English, for example, explaining how information is exchanged using culturally-accepted terms in business letters and emails
  • • analysing the way content is structured in a range of Chinese texts, and explaining how ideas and information are conveyed, for example, explaining how headings, paragraphs and conclusions are sequenced to achieve coherence
  • • analysing the use of stylistic devices such as 夸张, 比喻, 拟人, 排比, 反问, 设问 in a range of written texts and evaluating the effectiveness of such devices
  • • reading and comparing how ideas are ordered and substantiated across genres and languages, for example, in Chinese essay-writing the author’s position is generally stated at the end, whereas in English academic writing it is stated at the beginning
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  • • describing the purpose and features of genres that are uniquely important in Chinese literature, and exploring their origin in traditional literature, for example, 小品文，散文

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.