AC9LK10EC05 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 translating short texts such as announcements, notices, songs, advertisements or extracts from stories and films, considering contexts and audiences and reflecting on how cultural elements are encoded in language, for example, the use of kinship terms, titles and terms of address, and the way of answering negative questions such as 안 했어요? 네, 안 했어요 / 아니요, 했어요, 다른 것은 없어요? / 네, 없어요
• 2 using dictionaries to support the translation process, including ‘back translations’, considering why a word or expression does or does not translate readily, and reflecting on possible ways to translate words and expressions without losing their original meaning, for example, 세배, 새해 복 많이 받으세요, 벼/쌀/밥
• 3 comparing a Korean and English version of a familiar text such as instructions or a children’s story, to determine the ages of intended audiences and any differences in contexts, such as relationships and the degree of formality, noticing how these are taken into account differently in the translated and original versions, for example, 옛날 옛날에 나무꾼이 살았어요. 그 나무꾼은 …
• 4 reflecting on diverse interpretations of everyday language use in Korean, including body language and gestures, and identifying Korean cultural elements, making comparisons with own language, such as inferring based on context whether expressions are greetings or genuine questions, for example, 어디 가요?, 밥 먹었어요?, 어떻게 오셨어요?
• 5 producing bilingual texts in different formats, including digital texts such as captioned photos, notices, signs and instructions, for particular audiences in familiar contexts such as in Korean or Australian schools, highlighting key terms and expressions associated with the context, for example, 과목, 수학, 과학, 사회, 역사, 수업 시간, 과외 활동, 학원
• 6 developing bilingual texts to inform others in the local community about events, such as a poster to announce a lunchtime concert or fundraising food stall, a display for a local venue such as a library, youth club or market stall, for example, 힙합 동아리에 오세요!, 청바지를 팝니다, 이메일로 연락해 주세요
• 7 identifying differences in language use, such as language register in different social and cultural contexts, and relating those differences to the roles and relationships of participants in the interaction, for example, noticing the differences between 안녕하세요? versus 안녕?, 안녕히 가세요 versus 잘 가
• 8 examining variations in language used in face-to-face and written and digital communication, particularly noticing colloquial language and how it differs from standard forms, such as more frequent use of contractions, acronyms, omission of particles and informal style, for example, 무엇을 해요? versus 뭐 해요?, 이것이 versus 이게 /이거

Related Achievement Standards