AC9LC6U03 Year 5 Languages

AC9LC6U03 – 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

compare some Chinese language structures and features with those of English, using some familiar metalanguage

Elaborations

• recognising grammatical features and how their use differs in Chinese and English, for example, recognising the lack of articles in Chinese, and that adjectives can be used as verbs 他是老鼠, 他很胖
• comparing possessive pronouns in Chinese and English
• writing the date in Chinese and comparing with English, for example, practising writing the date daily
• comparing the use of tenses in English and Chinese, for example, how future tense is often expressed through time phrases in Chinese 我明天去北京, 下个星期去上海 and that in Chinese, verbs convey tense without verb conjugation, for example, explaining why 有 can mean ‘have’, ‘had’ and ‘will have’
• discussing, “What is the plural form?” and “How do we know it is plural when reading in English?” and developing knowledge of metalanguage

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.