AC9LCH6U03 Year 5 Languages

AC9LCH6U03 – 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

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

Elaborations

• discussing aspects of grammar using metalanguage in Chinese or English, for example, 名词 (noun)，动词 (verb), 形容词 (adjective), 主语 (subject), 谓语 (predicate), for example, discussing 汉语名词的复数形式是什么？
• identifying and comparing the language features of different text types in Chinese and English, such as the descriptive language in narratives or persuasive language in advertisements
• comparing the use of passive voice and active voice in Chinese and English, for example, passive voice such as, "The glass is broken" is usually used to describe things that have happened in English, while active voice such as 他把杯子摔坏了。 could also be used in Chinese
• comparing the structural features of familiar personal, informative and imaginative Chinese and English texts, for example, dates on diary entries and letters, greetings in emails or conversations, and titles of stories
• comparing different types of texts such as recipes, songs, stories, recounts or conversations, to identify audience and purpose, used in both Chinese and English
• creating comparative lists of vocabulary in Chinese and English which are used in different contexts, for example, the use of imperatives in a set of instructions, such as 起来！坐下！打开书！听并重复！, or the frequent use of time and place markers, such as 从前, 昨天, 今天, 明天, 下, in narratives
• understanding how to create textual cohesion by using elements such as adverbs of sequence, for example, 第一个, 第二个, 下一个, 然后, 最后一个 and conjunctions, for example, 和, 或者, 因为, 但是, to sequence and link ideas, and comparing how these work in English

Show 2 more 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 老师高兴了。, using text extracts to identify parts of speech such as nouns and verbs by circling them in a nominated colour
• comparing the use of tenses in Chinese and English, for example, in Chinese future tense is often expressed through time phrases 我明天去北京, 下个星期去上海 and verbs convey tense without verb conjugation, for example, explaining why 有 can mean ‘have’, ‘had’ and ‘will have’, and comparing with English

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.