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5-6 Strand Understanding language and culture

Understanding systems of language

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

AC9LMG6U01

  • 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
  • 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 ...
  • 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
  • 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
  • experimenting with rhythm, intonation and pronunciation to enhance fluency, for example, in activities such as readers’ theatre
  • 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
  • reciting tongue twisters to develop pronunciation and fluency, for example, Πέμπτη πέφτει ο πεύκος κάτω

Literacy

Intercultural understanding

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts, using appropriate punctuation and textual conventions

AC9LMG6U02

  • applying prior phonic and grammatical knowledge to experiment with and predict the spelling and writing of words, for example, using -ω at the end of new or unfamiliar verbs
  • developing understanding of specific language conventions, for example, the spelling of verbs in the first person ending in ω, verbs in the third person ending in ει, the most common noun and adjective endings including ος, ας, ης, οι, η, α, ες, ι, ο, α, plural articles οι, τα, for example, γράφω, γράφει, ο άντρας, οι άντρες, η ντουλάπα, οι ντουλάπες, το λουλούδι, τα λουλούδια, κοντός, κοντή, κοντό
  • understanding and applying punctuation in writing, or adhering to punctuation conventions in reading, for example, the accent mark, full stop, comma, exclamation mark, brackets, apostrophe, speech marks and question mark
  • describing present, past and future actions, situations and events using familiar verbs, for example, Παίζω στο σχολείο, Θα διαβάσω αύριο, Κάνει ζέστη σήμερα, Xθες ήταν Τρίτη, Αύριο θα είναι Σάββατο
  • expressing and justifying preferences using the appropriate syntax and language structure, for example, Μου αρέσει πολύ, Δε μου αρέσει επειδή ...
  • using appropriate word order, for example, Θέλεις το βιβλίο; Τη λένε Μαρία, O Νίκος τρέχει, Η Άννα είναι έξυπνη
  • using simple cardinal and ordinal numbers in different contexts such as telling the time, stating dates, ordering/shopping, or in simple descriptions such as Είναι πέντε η ώρα, Τα γενέθλιά μου είναι στις 8 Απριλίου, Πέντε κιλά πατάτες παρακαλώ, Είμαι στην Α’ τάξη.
  • recognising and applying the agreement between nouns, adjectives and gender, for example, Μία μεγάλη τσάντα, δύο μικρές τσάντες, η κόκκινη πόρτα, ο άσπρος γάτος
  • using conjunctions such as και, αλλά, ή, γιατί, επειδή to link ideas in sentences, for example, Παίζω πιάνο, αλλά μου αρέσει και η κιθάρα., Δε θα το βρεις πουθενά αλλού.
  • using adverbs and prepositions in sentences, for example, το βιβλίο είναι δίπλα στην τσάντα μου
  • negating a phrase or sentence using the word δε/δεν, for example, η γάτα δεν πίνει το γάλα, δεν μπορώ, δεν είναι ωραίο, δε βρέχει
  • using verbs in simple sentences across a variety of text types, for example, παίζω μπάσκετ, το λιοντάρι τρώει, η Άννα παίζει, μου αρέσουν οι φράουλες, ευχαριστούμε κυρία
  • recognising and using command verbs, for example, έλα, ελάτε, κλείσε, άνοιξε, κάθισε, καθίστε, σήκω, σηκωθείτε, γύρισε, γράψε, διάβασε, άκουσε, κόψε
  • constructing affirmative and negative statements, and using interrogatives, for example, ναι, όχι, πού; τι, πώς; πότε; ποιος; ποια; γιατί;
  • using knowledge of familiar patterns and structures to decode and interpret meaning, for example, the Greek prefix ‘α-’ in words can make the opposite meaning, as in ψητό and άψητο, and this concept has been carried over into English words, for example, symmetrical and asymmetrical

Literacy

Intercultural understanding

compare some Greek language structures and features with those of English, using some familiar metalanguage

AC9LMG6U03

  • comparing familiar texts in Greek and English, and noticing similarities and differences between language structures and features, such as opening sentences, Once upon a time, Μια φορά και έναν καιρό
  • recognising Greek morphemes – prefixes, suffixes and base words – in English, to help work out meanings of unknown words, for example, anti-, astro-, deca-, geo-, -graph-, hyper-, -ic, -itis, kilo-, macro-, mega-, -meter, micro-, neo-, octo-, -ology, pent-, photo-, -poly-, -scope, tech-, tele-, tri-
  • understanding that some words derived from Ancient Greek are still being used today to create new words (neologisms) such as names of new technological/scientific discoveries, for example, disc, giga-, mega-, metro
  • identifying familiar words in Greek and recognising their English equivalents, for example, το τηλέφωνο, η φωτογραφία, ο παιδίατρος, το δράμα, το θέατρο
  • recognising that some English words are used in Greek, but that Greek equivalents to these terms often also exist, for example, το κομπιούτερ – ο υπολογιστής, μπλε – γαλάζιο, το μπάσκετ – η καλαθόσφαιρα
  • expanding their understanding and use of metalanguage to discuss parts of speech, syntax and punctuation in Greek and/or English, for example, τελεία, ορθογραφία, ρήμα, adverbs, syntax, cognates, subject+verb+object

Critical and creative thinking

Intercultural understanding

Understanding the interrelationship of language and culture

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and spoken communication

AC9LMG6U04

  • comparing language use and cultural gestures in similar social situations in Greek and English, for example, comparing the language used when giving or receiving a gift or offering congratulations at a significant life event
  • exploring how children from Greek-speaking communities may use different words and expressions, and considering why such variations exist, for example, in Australia the following words which are not Greek words are sometimes used – κάρο instead of αυτοκίνητο, ρούφι instead of σκεπή, or φλόρι instead of πάτωμα, compared with words which are official Greek words – μπασκετμπολίστας, τενίστας
  • discussing aspects of their own language use that reflect different cultural perspectives, belonging and experiences, for example, using colloquialisms and phrases such as ‘Aussie’, ‘arvo’, ‘g’day’, ‘no worries’, ‘mucking around’, ‘mozzie’, and expressions of Greek origin, for example, Achilles’ heel, the Midas touch
  • exploring, in Greek or English, how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences in an aspect of the cultural expressions of Greek-speaking people or communities
  • reflecting on situations where interactions in Greek have felt unfamiliar, awkward or difficult, for example, when hosts sometimes insist that guests try food that is offered to them, and trying to understand the reason for it (because of the connection with φιλοξενία, a Greek tradition dating back to ancient times)
  • considering what linguistic or cultural information they need to know when visiting a school in a Greek-speaking country, and discussing adjustments they may need to make in language use and behaviour, and strategies they may use to make and exchange meaning
  • recognising that language use can have deep connections to historical cultural practices such as celebrating birthdays, name days, baptisms, weddings, 25η Μαρτίου, and Πάσχα, in Greek-speaking communities
  • reflecting on the experience of learning Greek language and culture, and identifying situations that have provided awareness of own cultural practices, values and identity
  • examining the embedded cultural meanings of well wishes such as Να σας ζήσει, Καλά στέφανα, Χρόνια Πολλά, Να τα εκατοστίσεις, and the concepts of φιλότιμο and φιλοξενία and their origins
  • exploring the connection between culture and identity, in discussions or activities, and how their own culture, beliefs and values impact their identity formation and expression, for example, the languages they speak and the communities they belong to

Critical and creative thinking

Intercultural understanding

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