AC9LV10C03 Year 9 Languages

AC9LV10C03 – Year 9 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Vietnamese

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

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

Elaborations

•
researching different perspectives on the same issue presented in a range of media sources, such as songs, performances, films or documentaries, to discuss a subject such as deforestation, sustainable development or overpopulation, for example, Làm thế nào giảm phá rừng ở Việt Nam? Làm thế nào giảm bớt nạn cháy rừng ở Úc? Làm thế nào phân loại các rác thải một cách hiệu quả nhất?
•
critically analysing texts to prepare a debate on a topic related to social or environmental issues, for example, Điện thoại di động nên bị cấm ở trường
•
identifying how feelings and attitudes are expressed through language, such as the use of emotive language in speeches, essays or stories, and then using this language in their own texts, for example, Tôi thật hạnh phúc khi có mặt ở đây!
• listening to or reading First Nations Australian authors’ stories in English, and creating an author profile in Vietnamese
•
comparing the attitudes, beliefs, values and language of characters in traditional and contemporary Vietnamese arts and entertainment, for example, contrasting the original story Sự Tích Ông Táo with its modern comic version or comparing the way the same story is expressed in the film Ăn Khế Trả Vàng and in the folk tale Ăn Khế Trả Vàng
•
conducting surveys and interviews with peers and organising information using graphic organisers, presenting perspectives on topics related to daily life in a pie chart based on the answers to questions, for example, Mỗi ngày bạn mất bao nhiêu thời gian lên mạng? Bạn sử dụng máy vi tính để làm gì? Theo bạn, làm thế nào duy trì lối sống lành mạnh?
• analysing the use of images, sounds, gestures and language in Vietnamese songs, films and performances, and incorporating some of these elements in a short video or presentation

Show 2 more elaborations

• investigating information about a significant Vietnamese person or character to create a text about them, for example, writing a script for an imagined interview with a person or character
• presenting information in a multimodal format about their family’s heritage by researching their own biographies, for example, by talking with relatives in Australia and elsewhere to know more about their history or circumstances

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANVIEF10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students contribute to and extend interactions in Vietnamese 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 features to enhance meaning and cohesion. Students incorporate the features and conventions of spoken Vietnamese 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 Vietnamese texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Vietnamese, to evaluate how this learning influences their ideas and ways of communicating.