Year 9 English · AC9E9LY02

Listen to spoken texts that have different purposes and audiences

Use evidence to explain how listen to spoken texts that have different purposes and audiences, analysing how language features position listeners to respond in particular…

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Learning goalsSay it simply

Learning intention

We are learning to explain how deliberate language and text choices shape meaning for an audience or reader.

Australian Curriculum target: listen to spoken texts that have different purposes and audiences, analysing how language features position listeners to respond in particular ways, and use interacting skills to present and discuss opinions regarding these texts

Success criteria

  • Identify a precise language or text choice.
  • Use the surrounding context as evidence.
  • Explain the effect on audience, relationship, purpose or reader response.
  • Transfer the explanation to a new example.
Key conceptTeach from the board
Worked examplesWe do

Worked examples

AC9E9LY02 - Listen to spoken texts that have different purposes and audiences, analysing how language features position listeners to respond in particular ways, and use interacting skills to present and discuss opinions regarding these texts
Example 1

Step 1: Notice the exact choice Highlight one phrase, structure or image. Students: Names what the text does.

Example 2

Step 2: Compare alternatives Place two versions side by side. Students: Identifies what changes.

Example 3

Step 3: Explain the effect Model choice → context → effect. Students: Builds a complete analytical sentence.

Example 4

Step 4: Transfer to a new example Remove the worked example. Students: Applies the frame independently. Check: Explain how one deliberate choice shapes meaning in listen to spoken texts that have different purposes and audiences, analysing how language features position listeners to respond in particular ways, and use interacting skills to present and discuss opinions regarding these texts.

Curriculum examplesCopied content

Curriculum coverage and elaborations

The content description is the required target. Elaborations are examples and contexts that support the same learning goal.

  • E1: discussing how stereotypes are created through language and how they position listeners to respond
  • E2: using effective strategies for dialogue and discussion in a range of formal and informal contexts, including speaking clearly and coherently and for an appropriate length of time, presenting an opinion and listening to the opinions of others

International curriculum mapping

RegionEnglish / ELA curriculumClosest alignment
AustraliaAustralian Curriculum v9.0AC9E9LY02 — listen to spoken texts that have different purposes and audiences, analysing how language features position listeners to respond in particular ways, and use interacting skills to present and discuss opinions regarding these texts
VictoriaVictorian Curriculum F–10 Version 2.0 EnglishLevel 9 English — closest Language, Literature or Literacy alignment; verify local outcome wording for assessment.
NSWEnglish K–10 Syllabus (2022)Stage 5 — closest NSW English outcome alignment; use as a planning comparison rather than a one-to-one code conversion.
United StatesCommon Core State Standards for ELA/LiteracyGrade 9 broad ELA alignment across reading, writing, speaking/listening or language depending on the outcome focus.
EnglandNational curriculum in England: EnglishKey Stage 3 — closest reading, writing, spoken-language, grammar or literary-analysis programme-of-study alignment.
New ZealandThe New Zealand Curriculum – English Years 0–10Phase 4 (Years 9–10) — closest oral language, reading/writing, Text Studies or Language Studies alignment.
Questions and answersWith answers

Important questions and answers

  1. Q1: What exact language or text choice helps show connect purpose to meaning and audience effect? A: Use a precise piece of evidence, explain its context, then link it to audience or reader effect.
  2. Q2: What exact language or text choice helps show connect structure to meaning and audience effect? A: Use a precise piece of evidence, explain its context, then link it to audience or reader effect.
  3. Q: Why is context important? A: The same choice can create a different effect when the audience, speaker, purpose or text type changes.
Practice and reviewReady for practice

Common misconceptions

  • A feature name is enough to prove an interpretation.: Use the frame: ‘The choice ___ suggests/positions ___ because ___.’
  • Effect means whether the student personally likes the text.: Replace preference with an audience effect supported by the exact wording or structure.

Do not overteach

  • Do not require university-level terminology or theory.
  • Do not treat one interpretation as valid without evidence.
  • Do not replace close reading with plot summary or personal preference.

Assessment-style practice

  1. Analyse one exact word or phrase and explain how it positions the audience.
  2. Compare two versions of the same idea and evaluate which is more effective.
  3. Write a short analytical paragraph using claim, evidence and effect.

Review hint: A full-mark answer names the choice, quotes or describes evidence accurately, explains context, and links the effect to meaning.

Curriculum alignmentStart here

Learning intention

We are learning to explain how deliberate language and text choices shape meaning for an audience or reader.

Australian Curriculum target: listen to spoken texts that have different purposes and audiences, analysing how language features position listeners to respond in particular ways, and use interacting skills to present and discuss opinions regarding these texts

Success criteria

  • Identify a precise language or text choice.
  • Use the surrounding context as evidence.
  • Explain the effect on audience, relationship, purpose or reader response.
  • Transfer the explanation to a new example.
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