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AC9LC4U03: Year 3 Languages Content Descriptor – Understanding systems of language
AC9LC4U03 Year 3 Languages

AC9LC4U03 – 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 familiar Chinese language features and compare with those of English, in known contexts

Elaborations

  • • comparing the similarities and differences of Chinese sentence structure with English subject+verb+object, and questions, for example, comparing “Do you have a cat?” versus 你有猫吗？, or “What's your name?” with 你叫什么名字？
  • • exploring the Pinyin alphabet and comparing with Roman alphabet, recognising that initials such as ‘x’, ‘q’, ‘c’, ‘zh’, ‘g’, ‘shi’, ‘chi’, ‘zhi’, ‘pi’, ‘ji’ and vowels such as ‘i’, ‘e’, ‘u’, ‘ie’ are pronounced differently from English
  • • recognising grammatical features and how their use differs in Chinese and English, for example, recognising the lack of articles in Chinese, that adjectives can be used as verbs, and the limited use of the verb ‘to be’ 是
  • • recognising that Chinese uses measures, and comparing measure word usage in Chinese and English
  • • discussing differences in Chinese names and English names, for example, discussing how Chinese surnames are written first and given names follow

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).