AC9LJ10U01 Year 9 Languages

AC9LJ10U01 – 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 features, conventions and phrasing patterns of spoken Japanese in both informal and formal speech to extend fluency in responding to and creating texts in familiar and unfamiliar contexts, and recognise multiple readings of familiar kanji in different compounds

Elaborations

• focusing on oral fluency and accuracy, exploring how rhythm, pitch and the use of connectives and gestures contribute to maintaining momentum and increasing confidence and engagement
• applying active listening skills and understanding of conversational etiquette in Japanese by using あいづち and interjections to show attentiveness and interest, for example, nodding, repeating heard information and confirming details at the end of a conversation, understanding nuance when using ね (confirming)、よ (assertions)、かしら、なるほど、そのとおり、そういうわけか、そうなのか, using けど to finish incomplete sentences; ところで to change topic
• accurately pronouncing familiar and unfamiliar words in katakana, and understanding that some new combinations of sounds have been created for loan words, using small vowel sounds, for example, ディ、ファ
• identifying the use of rising intonation when asking questions in casual speech or ましょう form, for example, 食べない？食べましょうか。
• understanding that many kanji have multiple readings and that there are 2 types of readings, that is, on-yomi (音; ‘on reading’ or ‘sound’), Chinese-style pronunciation, and kun-yomi (訓; ‘kun reading’ or ‘explanation’), Japanese-style pronunciation; both on-yomi and kun-yomi can have multiple readings
• recognising ways that written language is different from spoken language, and that written language is more crafted, precise, elaborated and complex, for example, using sentence fragments, だれと？どこで？それで？
• recognising and responding to challenges associated with clarity and pace in audio texts such as station or airport announcements or recorded phone messages

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• applying knowledge of the sounds of Japanese by using romaji input on a keyboard to type a range of texts in script, choosing hiragana, katakana and kanji appropriate to context

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANJAPF10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students contribute to and extend interactions in Japanese 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 apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language devices to enhance meaning and cohesion. They select and use combinations of kana and a range of kanji appropriate to context.Students incorporate features, conventions and phrasing patterns of spoken Japanese in informal and formal speech, to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of scripts, language structures and features, to make and predict meaning. They identify multiple readings of familiar kanji in different compounds. They support analysis of Japanese texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Japanese, to evaluate how this learning influences their ideas and ways of communicating.