Year 9 SyllabusTest
Year 9 Syllabus
Year Level Description
Year 9 Chinese: Second Language builds on the skills, knowledge and understanding required of students to communicate in Chinese developed in Year 8 and focuses on extending their oral and written communication skills and their understandings of Chinese language and culture. They expand the range and nature of their learning experiences, and the contexts within which they communicate with others.
Students communicate in Chinese, initiating and maintaining interactions with others to discuss and compare events of significance in the lives of young people, including holidays, special events and travel. They engage in individual and collaborative tasks that involve exchanging information, making arrangements or obtaining goods or services. Students identify information and ideas from texts related to aspects of their personal and social worlds, comparing views and presenting information to inform or interest others. They convey information, ideas and opinions using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by summarising, expressing opinions, or modifying aspects. They create imaginative texts to inform or entertain, or to convey experiences or express ideas.
Students better understand the systems of the Chinese language when encountered in spoken and written texts. They increase control of regular and irregular elements of the Chinese sound system, applying differences in sounds and tones heard, including the range of vowel and consonant combinations. Students interpret written texts by estimating the probable sound and meaning of characters, based on understanding of familiar radicals and phonetic sides. They generate language for a range of purposes in spoken and written texts by extending their understanding and use of context-related vocabulary and elements of the Chinese grammatical system, including comparing ways in which tense is expressed, using cohesive devices, conjunctions, the measure words 件 and 条 and intensifiers. Students continue to build a metalanguage in Chinese to talk about vocabulary and grammar concepts. They engage with Chinese speakers and texts, reflecting on how interaction involves culture as well as language, and being aware of audience and context.
In Year 9 learning is characterised by consolidation and progression. Students work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.
Communicating
Socialising
Initiate and maintain interactions with others orally and in writing to discuss and compare events of significance in the lives of young people, including holidays, special events and travel, for example, 我要带一条连衣裙和两件衬衫。; 你去过中国吗？; 你假期过得怎么样？; 你的机票多少钱？; 我的飞机票花了一千多块钱。; 我坐火车去北京。; 去日本旅游挺贵的。; 你觉得怎么样？我觉得挺好的。; 你假期打算去哪里？; 你去过日本吗？; 你假期过得怎么样？
Engage in individual and collaborative tasks, such as exchanging information, making arrangements or obtaining goods or services, for example, for a class celebration, when travelling or in a Chinese-speaking country, arranging an outing, purchasing souvenirs or using transport
Develop classroom language to contribute to structured discussions and reflect on learning experiences by making suggestions, asking questions for clarification and expressing agreement or disagreement, for example, 怎么说？; 请帮我。; 怎么写？; 对不起，但是……; 我觉得…因为……; 当然我不同意。; 太棒了, 好主意。; 你可以说慢一些吗？; 这是什么意思？
Informing
Identify information and ideas from a range of texts related to aspects of their personal and social worlds, state opinions, compare views and present information in different formats to inform or interest others
Convey information, ideas and opinions on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience
Creating
Respond to traditional and/or contemporary imaginative texts by summarising, expressing opinions, or modifying aspects, such as characters, events and/or ideas
Create own imaginative texts in different modes and formats, using imaginary characters, to inform or entertain, or to convey experiences or express ideas
L, C, P, IU
Translating
Translate and interpret texts from Chinese to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meaning
Reflecting
Engage with Chinese speakers and texts, reflecting on how interaction involves culture as well as language and being aware of audience and context
Reflect on the experience of learning and using Chinese and how it might add further dimension to own identity
Understanding
Systems of language
Recognise and apply differences in sounds and tones heard in spoken language, including the range of vowel and consonant combinations, for example, qin versus qing and chi versus qi
Interpret written texts by estimating the probable sound and meaning of characters, based on understanding of familiar radicals and phonetic sides, for example, 鸡, 鸭, 鹅, 莺, 但, 担, 旦, 胆
Generate language for a range of purposes in spoken and written texts, by extending understanding and use of context-related vocabulary and elements of the Chinese grammatical system, including:
- comparing ways in which tense is expressed, for example, 了 to indicate completion; 完 to indicate the achievement of a desired result; 想 to indicate intention; the use of verb negation 没有 to indicate negative past; 正在 to indicate action in progress
- exploring the uses of diverse time expressions and ways to sequence events in time, for example, 先…… 然后……; 一……就……; 了……就……; 才; 第一; 然后
- comparing the functions of prepositions and discussing the importance of context when determining their meanings in texts, for example, 跟; 对; 给
- applying processes of discourse development by joining, contrasting and sequencing 但是, 就, and exploring the use of cohesive devices and ways of extending, sequencing and elaborating ideas, for example, through the use of connectives, conjunctions and subject pronouns
- recognising and using the measure words 件 and 条
- using the number 千
- using 过 to express experience
- beginning to use 要 to express the future
- using the question word 多少？ to ask the price of something, for example, 多少钱？
- beginning to use the question phrase 怎么样？to ask an opinion
- using words for approximation, 多, 左右, 不
- experimenting with intensifiers, such as 挺 and 太, to add meaning, for example, 去日本旅行太贵了。; 我觉得挺好的。
Continue to build metalanguage to talk about vocabulary and grammar concepts
Apply understanding of the interrelationship between text structures and language features to different types of texts, including simple narrative, informative and persuasive texts
Language variation and change
Analyse how Chinese is used in varying ways to achieve different purposes
Understand that language has power and changes over time as a result of influences, such as contact with other languages, globalisation and new technologies and knowledge
Role of language and culture
Explore the ways in which language and culture are used to establish relationships, indicate social values and enhance intercultural exchange
Achievement standard
At standard, students use mostly familiar language when participating in spoken and written interactions in Chinese to describe and discuss events of significance in the lives of young people, and to reflect on learning experiences. They identify and present information and ideas, opinions and views in Chinese texts to inform or interest others and convey these considering audience, purpose and context. They attempt to modify aspects of Chinese imaginative texts and adapt familiar language to create own imaginative texts that convey experiences and ideas, to inform or entertain. When translating and interpreting texts, students identify how culture is embedded in language and they describe differences in meaning. They identify aspects of language, culture, personal identity and experiences of learning Chinese, and how these may help when engaging with Chinese speakers and texts.
Students reproduce some features of the Chinese sound system and apply understanding of familiar radicals and phonetic sides to estimate the probable sound and meaning of characters in written texts. When speaking or writing texts in Chinese, they use familiar vocabulary related to events of significance in the lives of young people, and use elements of grammar, character writing and punctuation, with a satisfactory level of accuracy. Students use some metalanguage to describe grammatical forms and functions. They describe the relationship between text structures and language features in texts. Students identify varying ways Chinese language and culture are used to establish relationships and in intercultural exchange.
Year Level Description
Year 9 Chinese: Second Language builds on the skills, knowledge and understanding required of students to communicate in Chinese developed in Year 8 and focuses on extending their oral and written communication skills and their understandings of Chinese language and culture. They expand the range and nature of their learning experiences, and the contexts within which they communicate with others.
Students communicate in Chinese, initiating and maintaining interactions with others to discuss and compare events of significance in the lives of young people, including holidays, special events and travel. They engage in individual and collaborative tasks that involve exchanging information, making arrangements or obtaining goods or services. Students identify information and ideas from texts related to aspects of their personal and social worlds, comparing views and presenting information to inform or interest others. They convey information, ideas and opinions using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by summarising, expressing opinions, or modifying aspects. They create imaginative texts to inform or entertain, or to convey experiences or express ideas.
Students better understand the systems of the Chinese language when encountered in spoken and written texts. They increase control of regular and irregular elements of the Chinese sound system, applying differences in sounds and tones heard, including the range of vowel and consonant combinations. Students interpret written texts by estimating the probable sound and meaning of characters, based on understanding of familiar radicals and phonetic sides. They generate language for a range of purposes in spoken and written texts by extending their understanding and use of context-related vocabulary and elements of the Chinese grammatical system, including comparing ways in which tense is expressed, using cohesive devices, conjunctions, the measure words 件 and 条 and intensifiers. Students continue to build a metalanguage in Chinese to talk about vocabulary and grammar concepts. They engage with Chinese speakers and texts, reflecting on how interaction involves culture as well as language, and being aware of audience and context.
In Year 9 learning is characterised by consolidation and progression. Students work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.