AC9LRF8U02 Year 7 Languages

This Content Descriptor from Year 7 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 understanding of grammatical structures and features to compose and respond to texts

Elaborations

• 1 understanding that the vocabulary and language structures and features of Aboriginal languages and Torres Strait Islander languages are varied, multifaceted and complex, and connected with Country/Place and Peoples
• 2 understanding case and case marking on nouns, pronouns and adjectives, and completing an information-gap activity using correct case in context
• 3 understanding and explaining verb morphology and how verbs can be derived from nouns, and vice versa, comparing with similar processes in English and/or other known language(s)
• 4

  identifying the rules of the different categories of verbs, for example, verb-stem morphology such as to sit, sitting, sat or equivalent in [Language], including compound verbs and reduplicated verbs

• 5 understanding and applying agreement with transitive and intransitive verbs, using verb-linking devices
• 6

  understanding that some Aboriginal languages and Torres Strait Islander languages have marker word(s) that function as markers to express to make, to do, to become, to be and to feel; to link transitive and intransitive verbs; and can be used to link Person to Country/Place

• 7

  applying the complex system of affixes such as prefixes for short bound pronouns placed to show singular, dual and plural or to place an object or person in a location; and suffixes for having, in need or want of, similar to, like or equivalent in [Language]

• 8

  adding suffixes to form tenses such as past, present and future in a table or word chart, using suffixes to show locations, for example, next to …, on, near, by, close by or equivalent in [Language]

• 9 understanding that in certain situations verbless clauses, sentences and expressions are appropriate, for example, in informal exchanges
• 10

  expressing when, how, where, for example, time – beforehand, afterwards, too late, originally; manner - politely, respectfully, greedily; attitude – in a worried way, in a silly way; place – there, here, behind, down, or equivalent in [Language]

• 11

  using expressions of frequency – each day; repetitive actions – persistently, a few times; immediacy – at once and duration – for a while, or equivalent in [Language], using attitudinal words, particles and interjections, for example, terms expressing endearment, embarrassment, shame or pity

• 12 structuring and linking clauses for cohesion and sequencing of action, events, etc.
• 13

  understanding and applying the rules and functions of reduplication that may emphasise the meaning of a word, change the emphasis or change the meaning of a word, for example, fast if repeated can mean very fast; blue if repeated can mean black; stomach if repeated can mean doctor

• 14 discussing lexical and grammatical relationships between [Language] and other languages of the region, for example, words in common and similar structures
• 15 considering domains where [Language] may evolve in the future, for example, in the field of technology, media

Related Achievement Standards