AC9LIT10C05 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.

create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences

Elaborations

• 1

  using models of media texts (television reports, video clips, social media, etc.) to create informative texts in spoken and written form to achieve different purposes (to persuade, entertain, inspire, etc.) such as a weather report, a sports report, a magazine article about an issue or event, or a travel brochure promoting a local region or product, for example, Il tempo previsto per domani è … L’aspetto più interessante da capire è … Venite in Liguria! Vi aspettiamo! Cosa aspettate? Gli immigrati possono essere una grande risorsa. Le olive siciliane sono le più gustose.

• 2

  creating reflective texts, for example, creating a journal to present feelings about themes of personal or social relevance such as friendships, relationships and contemporary issues, Non ci posso credere! Mi fa paura. Mi fa arrabbiare. Mi sorprende. Mi dà coraggio. Non sopporto la violenza. Ho un sogno … Mi piacerebbe … Condivido le opinioni/le idee di … perché …

• 3 entertaining others by creating texts with various settings, characters, events, ideas and emotions
• 4 writing a journal entry, or contributing to a school newsletter in Italian reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
• 5

  creating a procedural text for different audiences and purposes, for example, producing a procedural text to provide directions to find a restaurant, instructions for how to play a game, how to prepare a dish, and how to post something on social media, Prima bisogna dare le carte: tre per ogni persona. Poi ...; Prima bisogna cliccare su ... e aprire ...

• 6

  creating bilingual texts that reveal aspects of Australian culture for Italian-speaking audiences and vice versa, for example, creating a bilingual text about what some Australians do on the Anzac Day public holiday, La mattina di Anzac Day mi alzo quando e' ancora buio e vado ... per ricordare ... con ...

• 7 composing a fictional diary/journal of a significant person in the Italian-speaking community in which the person reflects on past successes, future aspirations and goals and current projects
• 8 using expressions and idioms to enhance the message in texts about, for example, current social themes
• 9

  designing texts such as an advertisement or magazine cover for a particular audience, making choices about images, cultural references, music and colour, and explaining reasons for their choices, for example, saying ho scelto il blu perché è molto rilassante; ho scelto quel cantante perché è molto popolare in Italia in questo momento.

• 10

  using features of language such as lexical choices and idiomatic expressions used to achieve different purposes, for example, Chiamaci — ti aspettiamo (advertising). Batti un colpo.

• 11 exploring the expressions and idioms used in contemporary texts (poetry, song lyrics, etc.) to explore and discuss the aspects of Italian society and culture, incorporating them appropriately to suit context, purpose and audience when creating texts

Related Achievement Standards