AC9LMG10C05 Year 9 Languages

AC9LMG10C05 – Year 9 Languages: Creating text in Greek

Strand

Communicating meaning in Greek

Substrand

Creating text in Greek

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

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

• creating graphical representations of data or information gathered from personal research or overseas trips to share with peers, on features of lifestyle or experiences of Greek-speaking youth, for example, educational opportunities, outdoor and sporting activities across the seasons, or a typical weekend for a teenager
• writing and/or presenting an autobiographical account to share with others describing key milestones in own life, for example, a significant birthday, an overseas trip, a religious ceremony, a sporting event, music concert, applying for a learner’s permit
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presenting texts on a range of topics to inform others, such as a menu for a restaurant, a magazine article about an event or concert, or a travel brochure promoting a local region or product, for example, μέλι, φρούτα, κρέας, γαλακτοκομικά προϊόντα, explaining cultural references, and using techniques and effects such as images, music and colour
• writing a journal entry, or contributing to a school newsletter in Greek 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
• creating and presenting imaginative texts with various settings, characters and events, for example, animated or adventure stories, songs, games or short films, using a range of devices such as imagery and sound effects, to entertain
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creating a journal or diary entry, such as on a secure social media page or a blog, to describe a real or imaginative experience, for example, their first day as an exchange student, Πρώτη μέρα στο σχολείο μου στην Ελλάδα και τα πέρασα καταπληκτικά!
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researching travel to a Greek-speaking community and creating a suitable itinerary for the class or others, considering what to pack for the time of year, costs, opening times of attractions, best times to visit places, etc., for example, Προσγειωνόμαστε στην Θεσσαλονίκη την Πέμπτη. Το μουσείο του Παρθενώνα ανοίγει την Παρασκευή το πρωί. Η καλύτερη περίοδος για να επισκεφθείτε την Κύπρο είναι τον Ιούνιο γιατί υπάρχουν λιγότεροι τουρίστες.

Show 3 more elaborations

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composing and performing speeches or dialogues that reference significant celebrations or historical events in Australia or Greek-speaking communities, for example, Anzac Day, Remembrance Day, ορθόδοξο Πάσχα, Η απελευθέρωση της Ελλάδας, Επέτειος του ΟΧΙ, Φεστιβάλ Αθηνών Επιδαύρου, considering why these days are of national and cultural significance
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telling or recounting a story to show different perspectives and observations, such as first-, second- and third-person point of view, and using appropriate pronouns, for example, third-person narration, relating the actions of the characters by referring to their names or by pronouns αυτός, αυτή, αυτοί, Νευρίασε γιατί οι συμμαθητές του τον πείραζαν για το άστοχο πέναλτι.
• selecting picture cards, cartoons or famous digital images and writing a description from the perspective of different characters in the image, for example, a picture of people on the beach where different things are happening, such as someone sunburnt, playing volleyball, seeing a shark in the water

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANMGRF10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students contribute to and extend interactions in Greek 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. Students incorporate the features and conventions of spoken Greek to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of Greek texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Greek, to evaluate how this learning influences their ideas and ways of communicating.