AC9LMG6U01 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 knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases

Elaborations

• 1

  using their prior knowledge of Greek pronunciation and sound combinations to predict how to pronounce unfamiliar words, for example, when encountering the syllable το in a new Greek word, applying Greek pronunciation instead of an anglicised version of the sounds

• 2

  varying intonation for statements, questions, interjections, exclamations and commands, for example, Είναι εδώ, Τι κάνεις; Πω πω! Σταμάτα! Άντε! Κρίμα! Μη μιλάς, Μη μιλάτε, Πρέπει να ...

• 3

  reading texts aloud and recognising and reproducing digraphs, diphthongs, trigraphs and syllables, for example, οι, ει, οικογένεια, αι, είναι, αυ, αύριο, αυτί, ευ, Εύα, ευχαριστώ, ου, παππούς, μπ, μπαμπάς, ντ, ντομάτα, αντίο, γγ, φεγγάρι, γκ, γκρι, τσ, παππούτσι, τζ, τζάκι, ντζ, Καλλικάντζαρος, ντρ, άντρας, μπτ, Πέμπτη, κτρ, ηλεκτρονικό, ρθρ, άρθρο

• 4

  recognising and beginning to use high-frequency words and phrases when speaking and reading, for example, είσαι, έχει, εγώ, εσύ, αυτός, τρέχω, διαβάζω, παίζει, στο σχολείο, τη Δευτέρα

• 5 experimenting with rhythm, intonation and pronunciation to enhance fluency, for example, in activities such as readers’ theatre
• 6

  applying and using accent marks on all words which have more than one syllable and on a few monosyllabic words, for example, πού; πώς; ή, and recognising that the position of the accent mark can change the meaning, as in άλλα, αλλά, μάτια, ματιά, γέρος, γερός, πορτοκάλι, πορτοκαλί

• 7

  reciting tongue twisters to develop pronunciation and fluency, for example, Πέμπτη πέφτει ο πεύκος κάτω

Related Achievement Standards