AC9LC4C01 Year 3 Languages

AC9LC4C01 – Year 3 Languages: Interacting in Chinese

Strand

Communicating meaning in Chinese

Substrand

Interacting in Chinese

This Content Descriptor from Year 3 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

initiate exchanges and respond to modelled questions about self, others, and classroom environment, using formulaic expressions

Elaborations

• initiating and exchanging greetings in different contexts using modelled responses, for example, 你好吗, 我很好, 我马马虎虎, 我不好, 你的假期怎么样, 很好, 不好, 太好了, 很棒
• participating in classroom routines, such as answering roll call 到, 不在, or starting class by standing and bowing 上课, 起立, 同学们好, 老师好, 请坐 or finishing class 下课, 谢谢老师, 老师再见
• exchanging and responding to information about self, family or friends using modelled answers and questions, for example, 你叫什么名字, 我叫... 你属什么, 我属老虎, 你几岁了, 我九岁了, 你喜欢什么颜色, 我不喜欢棕色, 她喜欢狗, 他不喜欢狗
• asking for clarification, using appropriate formulaic expressions and gestures, to match the contexts, for example, 请再说一遍, and showing understanding 我知道, 我不知道, 这是什么, 这是
• playing games where students take turns to role-play 'the teacher', and giving each other instructions with actions, for example, 请安静, 起立, 请坐, 写, 听, 看, 请看白板, 请给我

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANCHISLF10Y34

Year 3 Languages Achievement Standard

By the end of Year 4, students use Chinese language to initiate structured interactions to share information related to the classroom and their personal world. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts. They use familiar characters appropriate to context and make connections with the spelling and tone marks of Pinyin.Students imitate sounds, tones, pronunciation, and intonation patterns of Chinese language. They demonstrate understanding that Chinese has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Chinese and make comparisons between Chinese and English. They understand that the Chinese language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).