AC9LJ10U02 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 knowledge of grammatical and writing systems to predict meaning and compose texts that contain some structures and ideas

Elaborations

• 1 understanding and selecting a variety of language structures using verb stem forms, verb て forms, plain form and plain past to express a range of ideas, for example, ～ている、～てもいいです、～てはいけません、～てはだめです、～つもりです、～と思います、～たり～たりします、～たい、～たくない、 ～かった、～やすい／にくいです
• 2 understanding that verbs and adjectives can be divided into groups according to the way they are conjugated, and this affects the formation of tense, aspect and linking; verbs have 3 groups: Group 1 (go-dan doushi), Group 2 (ichi-dan doushi) and Group 3 (fukisoku doushi) and adjectives have 2 groups: い and な
• 3 understanding and using い and な adjectives in polite, casual and negative forms and present and past tenses, for example, おいしい 、おいしかったです。たのしくない、 たのしくなかった。しずかだ 、しずかでした。よかった、よくない、よくなかった。
• 4 understanding and applying kanji stroke order rules, and knowing kanji are used for nouns, stems of verbs and adjectives, and some adverbs, and that the addition of hiragana to the stem of verbs and adjectives is called okurigana
• 5 understanding and using a range of particles including combined particles such as のは、のが、では、how to use も effectively, the use of は for emphasis, for example, チョコレートは好きですが、ケーキは好きじゃないです。
• 6 planning and writing texts using げんこうようし (typed or handwritten), for example, writing formal letters, with set expressions and sequenced paragraphs, following conventions such as quotation marks, spacing, kana rules and placement of punctuation
• 7 using Japanese counting systems (units of 10, 100, 1,000 and 10,000) and associated kanji, for example, 百、千、万, and a wider range of counter classifiers ～円、～分、～まい、～本、 ～つ、～こ、～かい
• 8 elaborating ideas or statements using expressions such as 今週、 先週、来年、いつも、 ぜんぜん、あまり、indicating the status of actions using adverbs まだ、もう、using adverbs as intensifiers かなり、ぜんぜん、たいてい and superlative forms using 一番, for example, 一番好きなかもくは日本語です。
• 9 developing strategies to understand kanji as a system, to infer meaning of unknown words that contain familiar kanji and unfamiliar kanji utilising clues such as radicals, and writing some kanji compound words, for example, 外国語、 日本料理
• 10 understanding how the concept of uchi-soto 内と外 influences word choice, for example, the appropriate use of plain forms in authentic contexts such as conversations with peers 食べる？見る？ and the importance of selecting appropriate words when discussing giving and receiving gifts and favours あげます、さしあげます
• 11 understanding and applying the formation rules of verb groups such as the plain form (knowing that the basic form of all Japanese verbs ends in ‘-u’, ‘-eru’ or ‘-iru’, as listed in dictionaries), て form and plain past

Related Achievement Standards