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Descriptors›Languages›Year 3›Understanding language and culture›Understanding systems of language›AC9LC4U01
AC9LC4U01: Year 3 Languages Content Descriptor – Understanding systems of language
AC9LC4U01 Year 3 Languages

AC9LC4U01 – Year 3 Languages: Understanding systems of language

Strand
Understanding language and culture
Substrand
Understanding systems of language

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

recognise and use modelled combinations of sounds, tone-syllable pronunciation and intonation patterns to form words and phrases, and understand that Pinyin is the romanisation of characters

Elaborations

  • • recognising and demonstrating Chinese combinations of sounds, pronunciation and intonation patterns in Chinese tongue twisters or nursery rhyme performances, for example, 白猫黑鼻子, 黑猫白鼻子, 白猫的黑鼻子碰破了黑猫的白鼻子, 黑猫的白鼻子碰破了白猫的黑鼻子
  • • demonstrating understanding of the four tones in Chinese, and recognising when and why some tones are not expressed, for example, repetition of syllables in ‘ma-ma’, neutral tone on second syllable
  • • explaining the use of Pinyin as a learning tool to reflect the sound of Chinese spoken language, recognising sounds associated with different letters and syllables
  • • engaging in activities to raise tonal awareness, for example, listening to familiar vocabulary and demonstrating understanding of tones using gestures or adding tones on Pinyin, in an expression such as 妈妈骂马
  • • playing pair matching card games, for example, matching character to Pinyin

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).