AC9LC4C03 Year 3 Languages

AC9LC4C03 – Year 3 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Chinese

Substrand

Mediating meaning in and between languages

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

locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts

Elaborations

• sequencing pictures to describe events, guided by the teacher, digital media or peers 七点起床, 八点吃早饭, 一点吃午饭, 六点吃晚饭
• listening to short spoken texts to identify key information, for example, identifying the name and phone number of the speaker in a voicemail message, or the names, year level and age of Chinese-speaking children in a short interview
• reading texts in print and digital form and responding with actions, for example, reading a shopping list of groceries and going to an imaginary shop to make purchases, or matching the grocery items to pictures, using multimedia
• learning that First Nations Australian languages change according to connections and relationships between people, and giving examples of how this occurs in Chinese
• listening to or reading half a story and predicting what might happen next
• viewing interviews with peers from different Chinese-speaking countries/regions (Singapore, Hong Kong, Macau, etc.) about their likes and interests 你喜欢什么水果/颜色/运动？, and completing a corresponding survey
• identifying and locating familiar characters or words in texts, and discussing the main purpose and meaning of the texts, for example, on food packaging, identifying the name, weight, price and recycling information

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).