AC9LIT10C04 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.

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

Elaborations

• 1 interpreting and explaining the use of images, sounds, gestures and language choices to convey cultural concepts and ideals in Italian texts, for example, interpreting the didactic nature of Italian pop songs, the neorealism of Italian film, and social issues captured in graffiti
• 2 experimenting with different resources to assist in translation and find the correct meaning in context, for example, using monolingual and bilingual dictionaries, encyclopedias, electronic dictionaries and translators, comparing individual translations, back-translating, and swapping useful references
• 3

  participating in classroom discussions about how meaning can be interpreted or misinterpreted by others, for example, keeping a classroom journal with examples of language used in contexts within and outside the classroom as a basis for group discussion fare feste, fare il filo a …, a mani vuote, perdersi, spalmare, rendere pan per focaccia

• 4 listening to, reading or viewing traditional and contemporary texts (stories, fables, films, songs, etc.) to understand how moral values and characteristics are portrayed such as being respectful, caring, clever and honest
• 5

  expressing thoughts and ideas about how texts convey implicit and explicit values and beliefs that have been associated with Italian culture across generations, for example, viewing and discussing excerpts from La vita è bella, Pane e tulipani, Pane e cioccolato, or discussing the historical setting of the film Caterina va in città and the main character's attitude to life

• 6 investigating the social context in which a text was created and how this influenced the ideas and expression of the text, for example, considering the author’s background, prior or related events, and figures of importance
• 7

  experimenting with literal translations of popular Italian expressions or idioms, for example, In bocca al lupo! Crepi il lupo! Che barba! and noticing when this creates confusion, recognising the nature of cultural elements of language and communication

• 8 finding examples of words, expressions and behaviours used in Australian English that do not translate literally into Italian, for example, ‘bush tucker’, ‘surf’s up’, and ‘schoolies’, and providing cultural explanations for Italian speakers
• 9

  evaluating use of non-verbal and verbal language to communicate cultural meaning, for example, interpreting gestures used by Italian speakers to signal meanings such as Ma dai!; Che dici! and comparing with gestures used in Australian English and other known languages

• 10

  exchanging correspondence with peers, reviewing and adapting their own contribution when the meaning is not clear, for example, providing further explanation or an alternative way of expressing an idea, Intendo dire che … Sottolineo l’importanza di …

Related Achievement Standards