AC9LCH6C04 Year 5 Languages

AC9LCH6C04 – 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

apply strategies to interpret and translate language in non-verbal, spoken and written cultural contexts

Elaborations

• examining the risks of literal or word-for-word translation when translating expressions, idioms and proverbs, for example, ‘full of beans’ (lively and energetic) may be translated incorrectly in Chinese to 满满的豆子
• recognising different levels of formality in language, such as 爷爷 and 祖父, and using language appropriate to context, for example, 我很累。and 我非常疲惫。
• interpreting examples of colloquialisms or slang typically used by young people such as 躺平 (give up), 永远的神 (YYDS)/GOAT (the Greatest Of All Time)
• identifying context-specific language such as language used at the supermarket, at the doctor’s surgery or when visiting a friend or relative, for example, 多少钱, 出价, 贵, 便宜, 折扣, 好/坏产品, 感冒, 咳嗽, 头痛, 头晕
• creating and using bilingual resources for language learning, such as glossaries of cultural terms in Chinese and English, and explaining culture-specific elements, for example, resources to inform Chinese and Australian visitors about events such as Anzac Day and the Chinese Dragon Boat festival
• reading children’s stories in bilingual form and reflecting on ideas expressed in Chinese and English which may not be readily translated and discussing possible reasons for this, for example, 阴阳,风水
• using a range of resources to assist in creating a Chinese translation of a text, exploring the functions of print and electronic translation tools, and discussing their strengths and weaknesses

Show 1 more elaboration

• composing bilingual resources for the school community, such as posters for class or school performances, displays or events, for example, Sports Carnival 运动会, Multicultural Day 多元文化日 or a virtual tour of the school with signs, notices, labels and short comments in Chinese and English, such as Library 图书馆, Hall 礼堂 Quiet please! 请安静

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.