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AC9LCH6U01: Year 5 Languages Content Descriptor – Understanding language and culture
AC9LCH6U01 Year 5 Languages

AC9LCH6U01 – Year 5 Languages: Understanding language and culture

Strand
Understanding language and culture
Substrand
Understanding language and culture

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

use tone-syllables, intonation, stress and phrasing to express feelings and opinions

Elaborations

  • • reading the lyrics of Chinese pop songs, modelled texts, tongue twisters, poems and news aloud to other learners, with attention to tones and pronunciation
  • • using digital tools to check the correct pronunciation of Chinese and using voice-recording apps to check their own tone and intonation, to develop fluency
  • •

    recognising syllable changes in speech, including change of tonal value and tone changes such as 不要 bú yào

  • • recognising how tone marks affect pronunciation and meaning, for example, changing the tones 啊, 哦 can convey different meaning, depending on context
  • • playing speaking games to demonstrate different emotions using features of pronunciation for effect, for example, reading the sentence 怎么是你？ or 我不相信你考了九十分。 with happiness, sadness or anger
  • • understanding that Chinese has different regional accents such as accents spoken by people living in different provinces of China, Chinese-speaking communities in Taiwan and Southeast of Asia

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.