AC9LCH6C03 Year 5 Languages

AC9LCH6C03 – 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 and audience

Elaborations

• listening to, reading or viewing informative texts and discussing opinions, for example, watching media about recycling in the local area and comparing this with recycling in a Chinese-speaking region
• identifying and describing key elements of an informative or imaginative text such as settings, characters or people and events, by asking and responding to questions such as在哪里？什么时候？谁？什么？如何？为什么？
• reading or viewing imaginative texts in print, digital or multimodal forms such as poems, cartoons, stories, folk tales or films, and performing scenes that illustrate aspects of a character’s attitudes, personality or reactions, for example, in a story such as 《蚂蚁和大象》
• listening to or viewing First Nations Australian authors’ stories in English and responding to them in a range of text types in Chinese
• researching, comparing and presenting information about aspects of life in China and Australia, for example, means of transport presented in a table
• identifying variations in aspects of language use, such as tone, gesture, word choice or sentence structure in different contexts, and using these in their own guided interactions, for example, watching conversations between a customer and salesperson, doctor and patient, tour guide and tourist, and replicating this language in a role-play
• interviewing family, friends or peers to collect stories of migration to Australia, identifying words and expressions that reflect important values and feelings, such as 祖国, 国家, 思念, 期待, 喜悦, 守护, 友情,邻里之爱

Show 2 more elaborations

• reading extracts from culturally significant children’s literature, discussing their personal responses to the characters and storyline, and expressing empathy for the characters involved, for example, 我感到 ... 我也感到...
• illustrating an extract of text by selecting images such as a picture, colour, symbol or emoticon, to express the content, mood or key message of the text

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANCHIBLLF-1Y56

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 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, using characters with appropriate stroke order and radicals, vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type. Students apply rules for pronunciation and intonation in spoken Chinese. They apply conventions of script and punctuation, and use 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.