AC9LMG10EC04 Year 9 Languages

AC9LMG10EC04 – Year 9 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Greek

Substrand

Mediating meaning in and between 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.

Content Descriptor

interpret information, ideas and perspectives in a wide range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience

Elaborations

• accessing multimodal texts detailing lifestyles in Greek-speaking communities, identifying features of ways of life that reflect modernity or tradition, and discussing reasons for differences
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recognising cultural expressions, phrases and etiquette in a range of contexts, such as 1st of January and gift giving, first day of month/week, name day celebrations, and incorporating in their own interactions, for example, Και του χρόνου, Καλή εβδομάδα, Καλό μήνα, με γεια τα γυαλιά
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identifying how certain expressions give clues about particular events and celebrations, for example, Καλό ταξίδι, Στο καλό, Και στα δικά σου, Καλή αντάμωση!
• listening to or reading First Nations Australians' stories in English, and presenting a profile of them in Greek
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obtaining and compiling perspectives and attitudes regarding social and cultural issues in their own community, for example, interviewing a local environmental group and presenting information/opinions in graphs, charts or reports, Μπορούμε να βοηθήσουμε το περιβάλλον αν ...
• exploring and gathering information on a range of cultural practices and traditions through a variety of sources, for example, viewing excerpts from a Greek song or video of a festival, annotating, and discussing with peers, aspects that were interesting and surprising
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analysing stories such as Greek folktales/myths or ‘Aesop’s Fables’, Ο βασιλιάς Μίδας, ο λαγός και η χελώνα, discussing the values/morals portrayed in these, and explaining these to younger students or those unfamiliar with such texts

Show 3 more elaborations

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researching a Greek festival/experience, event or tourist site, using guiding questions and facts from texts to plan, and writing a postcard in the voice of the journeying character, for example, Που είσαι; Σου αρέσει; Γιατί ή γιατί όχι; Τι σου έχει συμβεί μέχρι τώρα; Τι σου έκανε εντύπωση; Τι έχετε μάθει μέχρι τώρα, για τον εαυτό σας ή τους άλλους; Τι θα κάνεις; or Είμαι στα Γιαννιτσά και περνάω καταπληκτικά! Κάθε μέρα τρώω μπουγάτσα.
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writing a ‘to do list’ for a character from an imaginative spoken, written or multimodal text, using information from the text, and inferring information and supplying evidence to support inferences, for example, if a character’s dream is to win at the Olympics, Προπόνηση για 2 ώρες την ημέρα., Υγιεινή διατροφή
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adapting a text for a different purpose, keeping the original information or intent, for example, rewording a formal email from the principal to create an informal text message for their friend, summarising the key points, Όλοι οι μαθητές πρέπει να φοράνε στολή κατά τη διάρκεια των εξετάσεων. vs Απίστευτο, αλλά φοράμε στολή στις εξετάσεις!

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANMGR7_10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students initiate and sustain Greek language to exchange and compare ideas and experiences about their own and others’ personal worlds. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Greek or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Greek to create texts. Students apply features and conventions of spoken Greek to enhance fluency. They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Greek to discuss how this learning influences their ideas and ways of communicating.