AC9LMG6C04 Year 5 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.

apply strategies to interpret and convey meaning in Greek language in familiar non-verbal, spoken and written cultural contexts

Elaborations

• 1 comparing translations of written texts from Greek into English and from English into Greek, such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from different cultural perspectives
• 2

  translating simple sentences, noticing that there is not always word for word equivalence when moving between Greek and English or vice versa, because of word order or multiple meanings, for example, Κρυώνω, Ζεσταίνομαι, Κάνω μπάνιο, Βρέχει, Ο μπαμπάς μου δεν είναι ψηλός, and brainstorming ways to ensure accurate transfer of meaning

• 3

  recognising that some Greek expressions and concepts cannot be translated into English without losing the cultural nuance οr intent, or cannot be captured using a single word, for example, το φιλότιμο

• 4

  identifying phrases and idioms in Greek that do not make sense when translated word for word, for example, Χρόνια Πολλά, Και του χρόνου, Τα μάτια σου δεκατέσσερα, Καλό χειμώνα!

• 5

  recognising that some words have many different meanings, for example, the multiple meanings of γεια σου – hello, goodbye, cheers, bless you; είναι – he is, she is, it is, they are, is, are

• 6 creating simple print or digital bilingual texts for specific audiences, for example, creating bilingual resources such as school signs for Greek visitors, invitations to parents for class or school events, posters for the school community to advertise an upcoming event, online story books including text and images for a younger audience, or a game of Snap using words only
• 7

  creating a word bank or wall mind map that includes cognates, phrases, common cultural expressions, or patterns/structures, such as a classroom resource to assist learning and comprehension, for example, σπίτι, πόρτα, παράθυρο, Γιορτή, χρόνια πολλά, και του χρόνου

• 8 recognising some ‘false friends’ in Greek, for example, ναι means ‘yes’ in Greek but sounds like ‘no’ in English, learning to use a range of translation tools effectively and realising the limitations of each and the risk of using incorrect language that may not suit the context, audience or purpose
• 9 highlighting unknown words or structures and using problem-solving techniques such as looking at what comes before and after, and using this knowledge to obtain the gist/idea of a sentence
• 10 reading non-verbal cues and body language such as facial expressions and hand gestures to aid comprehension, and applying this knowledge to their own interactions
• 11

  co-constructing an anchor chart that includes definitions of language features in Greek texts and examples of commonly used language and structures from familiar texts, for example, in fairytales or folktales, Μια φορά κι έναν καιρό ..., … and Ζήσανε αυτοί καλά και εμείς καλύτερα

Related Achievement Standards