AC9LF10EC05 Year 9 Languages

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.

apply strategies to interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts

Elaborations

• 1

  experimenting with the translation of popular French expressions or idioms, for example, être bien dans sa peau; ne pas être dans son assiette; and explaining the potential for misunderstanding

• 2 experimenting with various resources (bilingual and monolingual dictionaries, electronic translators, encyclopedias and other reference materials, etc.) to assist in translation, for example, comparing translations, back-translating and swapping useful references
• 3 analysing translations of familiar texts such as children’s stories or advertisements, considering the context in which they are produced, and whether meaning is sometimes changed or lost in the process
• 4 finding examples of expressions in Australian English that do not translate easily into French, for example, ‘mad as a cut snake’, ‘the bush’, ‘a formal’, ‘schoolies’, explaining reasons for the lack of equivalence, and why this may be the case, referencing sources of information that would help French learners understand or appreciate the context of use
• 5 viewing excerpts of French/English subtitled films and evaluating the effectiveness of the translations (literal translation, non-translation, adapted translation)
• 6 comparing contemporary French and Australian music by reading music magazines, viewing video clips and listening to music radio/television stations, identifying similarities and differences in expression, themes and styles of performance
• 7

  reviewing examples of French humour (le mime, les blagues, les humoristes, les dessins animés, les films, les publicités, etc.) across different times and contexts, considering similar changes in Australian expressions of humour according to era and context

• 8

  comparing treatment of particular themes (romance, adventure, family, etc.) in a range of texts created at different times (les fables, les contes, les dessins animés, la science fiction, etc.) and presenting a report identifying changes in values and perspectives over time

• 9 reflecting on imaginative, performative and expressive texts that they have enjoyed such as songs, poems, cartoons and films, cross-referencing titles, genres, themes and values, and giving explanations for similarities or differences

Related Achievement Standards