AC9LMG10EU01 Year 9 Languages

This Content Descriptor from Year 9 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.

apply features of the Greek sound system, including pitch, rhythm, stress, pronunciation and intonation, and show how these are represented in familiar and some unfamiliar contexts

Elaborations

• 1

  identifying differences in sounds such as γγ, γκ, τζ, τσ, μπ, ντ, αϊ, άι, -ασμα and using them appropriately when writing, for example, φεγγάρι, γκάζι

• 2

  experimenting with pronunciation rules and intonation collaboratively with peers, for example, αυ, ευ, τσ, τζ, αι, ββ, λλ, ρρ, ττ, ιου, ιο/ιό, ειο/ειου, αυτή, εύκολη

• 3

  recognising the differences in tone and rhythm between questions, exclamations and commands, for example, Αλήθεια; Σοβαρά, Αμέσως, Ετοιμάσου γρήγορα! Τι λες!

• 4

  recognising and reproducing rhythms in more complex sentences, using pauses, intonation, fillers and interjections to signal emphasis, show interest and keep the conversation flowing, for example, ναι ναι, μχμ μχμ, αλήθεια

• 5

  understanding the role of pronunciation, rhythm and pace in creating effects and relationships in spoken texts such as songs, stories, poems and conversations, for example, in the song 'Καλημέρα, τι κάνεις;'

• 6

  reciting advanced tongue twisters (or making their own) to build vocabulary and improve pronunciation, fluency and pace, for example, Πίτα σπανακόπιτα, σπανακολαδόπιτα. Πίτα σπανακόπιτα, σπανακολαδοφραγκοσυκοπιτα

• 7

  using prior knowledge of Greek pronunciation to transcribe spoken text, writing down words and sentences as they hear them, predicting spelling of unfamiliar words, for example, μπαούλο, γυμνάσιο, στρουθοκάμηλος

Related Achievement Standards