AC9LMG10U03 Year 9 Languages

AC9LMG10U03 – 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

reflect on and evaluate Greek texts, using metalanguage to analyse language structures and features

Elaborations

• expanding their use of metalanguage to discuss and describe grammatical concepts and to develop learning resources, for example, verb charts, conjugation rules, vocabulary lists, groups of pronouns, adverbs or adjectives
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comparing texts created for different audiences, such as advertisements, brochures and signs, noticing how language use reflects ideas and messages that are relevant to a particular audience, for example, Τελευταία εβδομάδα προσφορών, to persuade customers to shop
• investigating the nature and use of Greek language in different contexts of interaction, for example, asking Greek-speaking students in Australia with whom they communicate in Greek and for what purposes, reflecting on similarities to and differences from their interactions in English or other languages
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analysing a range of correspondence and dialogue to identify features of language that affect levels of formality, such as the use of the subjunctive, imperative mood and plural polite register, for example, Αγαπημένε μου φίλε Γιάννη, γεια σου, Αξιότιμη κυρία Λασκαρίδη, Πες μου, Πείτε μου, Ας μιλήσουμε, Για να σε ακούσω
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identifying English words in the Greek language, for example, πάρκινγκ, ζάπινγκ, λοκντάουν, ντελίβερι, and discussing their emergence and use
• recognising how Greek letters, words and morphemes are used globally in existing scientific and mathematical terms, and in the creation of new terms
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recognising how Greek language is modified by English use in particular contexts and situations, for example, language used in the entertainment industry, films and television programs, or language used to express modern concepts, το ματς, το φαστφουντάδικο, να μπω στο ίντερνετ, σε φόρουμ, κάνω τσατ/τσατάρω or language used to keep up with trends, ρηλάξ, οκέι, κουλ

Show 2 more elaborations

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comparing the features and differences of spoken and written texts such as formal written letters or emails versus informal spoken interactions, to understand how their mode shapes their structure and helps the text to achieve its purpose, for example, Αξιότιμη κα. Παπαδοπούλου, Φρόσω μου
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comparing lyrics, themes and styles of popular Greek and English language songs, explaining similarities and differences in language use, cultural aspects and modes of expression, for example, Να ζήσεις Ελένη και χρόνια πολλά ... Αρχιμηνιά και αρχιχρονιά …

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.