AC9LC6C03 Year 5 Languages

AC9LC6C03 – Year 5 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Chinese

Substrand

Mediating meaning in and between languages

This Content Descriptor from Year 5 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

locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose

Elaborations

• reading and responding to detail in texts, for example, reading a basic information report about the daily life of a panda and using this information to create an informative poster or short presentation about Chinese pandas
• listening to a weather report, or looking at a weather chart and responding to questions with modelled phrases such as 今天天气怎么样？今天有大雨, 小雨, 天气很好
• reading stories containing familiar and some unfamiliar language and summarising the story using a sequence of matching pictures
• listening to, or viewing First Nations Australian authors’ stories and responding to them using words, formulaic expressions and modelled sentences in Chinese
• reading short stories in groups, and conveying the emotions and opinions of characters using, for example, 最, 非常, 太
• listening to, and viewing a range of informative texts to identify key points, for example, answering questions from classmates about the procedure and main ingredients for a Chinese or Taiwanese dish from a cooking show
• using textual cues, such as 听一听小明的一天, to predict possible content when listening to spoken texts, and preparing to listen for key information (time, activities, etc.)

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANCHISLF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in Chinese language that are related to their immediate environment. They use key features of pronunciation and intonation, recognising stress and phrasing in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas, and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Chinese or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type. They use familiar characters appropriate to context and Pinyin.Students apply rules for pronunciation and intonation, writing, character formation, punctuation and modelled structures, when creating and responding in Chinese. They compare language structures and features in Chinese and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.