AC9LH6U03 Year 5 Languages

AC9LH6U03 – 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 Hindi language structures and features with those of English, using some familiar metalanguage

Elaborations

• understanding the significance and cultural importance of features of different types of texts in Hindi and English, for example, salutations, greetings and conveying respect, such as Dear/to ..., आदरणीय, पूज्य, मान्यवर, महोदय, प्रिय मित्र
• compiling a graphic organiser, poster, mind map or Venn diagram to illustrate differences in Hindi and English grammar and textual conventions, for example, the absence of articles and contractions, different word order and some adjectives used as verbs in Hindi, and the absence of grammatical gender and use of contractions in English
• comparing features of familiar genres of Hindi and English texts, and noticing similarities and differences between language features such as the use of tense, word order and sentence structure, for example, once upon a time ... -एक समय की बात है ..., many years ago … बहुत साल पहले
• considering how the choice of language features and text organisation reflect the purpose and audience of different types of text in Hindi and English, for example, when giving an oral presentation to the class, talking to friends in the schoolyard, going shopping or visiting the doctor
• exploring the influence of Sanskrit on Hindi by noticing Sanskrit words adopted and adapted in different ways, for example, कर्म, रात्रि, सर्प, काम, रात, साँप and other languages ड्रामा, सरकस, गलीचा, किताब
• comparing the use of Hindi in English texts and interactions and vice versa, discussing reasons why languages borrow from each other, for example, गोल, कैच, पॉप या रैप, पास्ता, नूडल्स, केचप/सॉस, माउस, कीबोर्ड, स्क्रीन, jungle, bandana, dinghy, pyjama
• beginning to use simple metalanguage, in both Hindi and English, to understand and discuss grammatical structures and features of texts, for example, संज्ञा – noun, सर्वनाम – pronoun, क्रिया – verb, विशेषण – adjective

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANHINF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in Hindi language that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm 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 Hindi or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures, and Devanāgarī script, to suit context. They sequence information and ideas, and use conventions appropriate to text type. Students apply rules for pronunciation and intonation in spoken Hindi. They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in Hindi. They compare language structures and features in Hindi 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.