AC9LC6U01 Year 5 Languages

AC9LC6U01 – Year 5 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

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

apply knowledge of tone-syllables, intonation, stress and phrasing to develop fluency and pronunciation to known words and phrases

Elaborations

• exploring and discussing the difference in Pinyin pronunciation by reading out words written in Pinyin with attention to Chinese pronunciation and tone, identifying some initials such as ‘x’ in 谢谢, ‘q’ in 请, ‘zh’ in 中国, ‘c’ in 草
• reading Chinese nursery rhymes, modelled texts and poems out loud to other learners, with attention to tones and pronunciation
• recognising familiar language spoken by different voices and using Pinyin to transcribe the sound of words and sentences
• discriminating between homonyms in Chinese such as 是 and 室, relying on contextual cues to assist understanding, and differentiating syllables with different tones, for example, 是 and 十
• using digital tools to check the correct pronunciation of Chinese and using voice recording apps to check their own tone and intonation
• discussing how English language stress and intonation cannot be used when making Chinese language sentences

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.