AC9LMG6C05 Year 5 Languages

AC9LMG6C05 – Year 5 Languages: Creating text in Greek

Strand

Communicating meaning in Greek

Substrand

Creating text in Greek

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

create and present a range of informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type

Elaborations

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constructing a multimodal profile of the local community for tourists or new residents, collecting information from public and community texts such as flyers, newsletters, advertisements and brochures, for example, opening times of facilities, attractions, local history, food outlets, Η βιβλιοθήκη ανοίγει στις 9.
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preparing and giving presentations about their personal worlds, for example, a timeline of growth and change, or milestones, for example, Εδώ είμαι δύο χρονών, Εδώ είμαι πέντε χρονών, Πάω στο σχολείο, or family celebrations of birthdays/name days and other special occasions, for example, Στην γιορτή του μπαπμά ..., Τα Χριστούγεννα ..., Στα γενέθλια μου ...
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creating informative spoken or written procedures for a range of audiences, such as a recipe or set of instructions or directions, for example, στρίψε δεξιά, τώρα πήγαινε ευθεία
• producing a class print or digital poster, locating and describing, in Greek, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
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preparing a dialogue or role-play with a partner, using language appropriate to text type and formality, for example, Έχεις αδέρφια; Ναι, έχω, εσύ;
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co-producing short, scripted plays with teacher support, to perform to a class, younger students or the school community, incorporating Greek expressions, gestures and interjections that reflect cultural elements, for example, Πω πω! Χαίρω πολύ, Τα λέμε, Πάμε, Να’στε καλά
• creating and performing simple songs, rhymes and raps to recall information and/or to teach vocabulary and word patterns to younger students, switching from Greek to English or using both languages within sentences to reinforce meaning

Show 3 more elaborations

• using key vocabulary from one text type and applying it to create an alternative text type, for example, using a shopping list to create a dialogue for a shopping transaction involving interaction and negotiation
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using stimulus texts, such as Greek Mythology – Το άγγιγμα του Μίδα, ‘Aesop’s Fables’ – Ο Λαγός και η Χελώνα, or a fairytale – Η Κοκκινοσκουφίτσα, creating their own text with an alternative ending, different characters or re-sequencing the events in different formats
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writing a modelled diary entry or keeping a journal about personal experiences, using first person and past tense, and informal language, to record events and convey thoughts and feelings, for example, Πήγα στη θάλασσα. Μου άρεσε.

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANMGRF10Y56

Year 5 Languages Achievement Standard

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