AC9LMG10EU02 Year 9 Languages

AC9LMG10EU02 – 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

select and use structures and features of the Greek grammatical and writing systems to enhance meaning and create spoken, written and multimodal texts

Elaborations

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extending understanding and use of present, past and future tenses, for example, είμαι, ήμουν, θα είμαι, έχω, είχα, θα έχω, έπαιζα, έπαιξα, παίζω, θα παίξω, θα παίζω
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referring to the past, present and future using adverbs of time, for example, σήμερα, αύριο, χτες, μεθαύριο, προχτές, πριν λίγες μέρες
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using a wider range of adjectives such as ευαίσθητος-η-ο, δυσαρεστημένος-η-ο, ευχαριστημένος-η-ο
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using cardinal and ordinal numbers, for example, ένας σκύλος, δύο γάτες, τρεις καμήλες and πρώτος -η-ο, δεύτερος, τρίτος, τέταρτος
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using prepositions and directions, for example, δεξιά, αριστερά, γύρω από, πίσω από, μπροστά από, ευθεία
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using possessive pronouns μου, σου, του, της, του, μας, σας, τους, δικός, δική, δικό, for example, η καρέκλα σας, το παντελόνι της, ο πατέρας τους, το δικό μου σκυλί, η δική μου απόφαση, ο δικός μου δρόμος
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extending meaning by using adverbs of place, time and manner, such as εδώ, εκεί, κάπου-κάπου, πότε-πότε, εκεί που

Show 6 more elaborations

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understanding the use of πολύ and πολλή and applying the correct form in texts, for example, πολύ ωραία, πολλή ώρα
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using expressions with the verb κάνω, κάνει κρύο/ζέστη, κάνω δουλειές, κάνω όνειρα, τι κάνεις;
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understanding the function of comparative and superlative adjectives, for example, πιο μεγάλος, μεγαλύτερος, ο πιο μεγάλος
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using conjunctions για να, έτσι ώστε, αν και, όμως, όταν to link and sequence ideas and develop compound sentences
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understanding that personal pronouns can be omitted in Greek because it is implied through the verb ending, for example, Παίζουν μπάλα. Τραγουδάει ωραία. Διαβάζουμε πολλά βιβλία στις διακοπές.
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using prior knowledge of morphemes to predict the meaning and spelling of unfamiliar words, for example, auto-, bio-, demo-, -gram, hypo-, -ism, -logue, mono-, morph-, peri-, phil-, -phobia, psych-, -therm-, in words such as ξενοφοβία, ψυχολόγος, περιφέρεια

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.