AC9LC4C02 Year 3 Languages

AC9LC4C02 – 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

participate in activities that involve planning and transacting with others, using a range of familiar phrases and modelled structures

Elaborations

• performing plays in allocated roles within groups, using puppets and props, for example, 《十二生肖的故事》, 《饥饿的毛毛虫》using gestures and other movements to enhance the impact of the performance, or using facial expressions to demonstrate emotions
• planning a role-play about an imaginary shopping trip with a partner, for example, 我要一个苹果, 我要两个草莓, 谢谢, 给你
• following basic directions 左, 右, 前, 后, 东, 南, 北, 西 to reach a predetermined goal, for example, finding a hidden treasure in the school
• asking and answering questions relating to concepts (time, number, including days of the week, months, etc.), for example, asking 几点了, 一点, 三点, 几月, 几日 and answering with 一月二号
• asking for permission using appropriate formulaic expressions and gestures to match the contexts such as 请问我可以...吗？

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).