AC9LCH2C03 Year 1 Languages

AC9LCH2C03 – Year 1 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Chinese

Substrand

Mediating meaning in and between languages

This Content Descriptor from Year 1 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, with support, key information in spoken and written texts, and respond using gestures, images, words and modelled sentences

Elaborations

• making connections between a simple Chinese text and self, for example, responding to the story《龟兔赛跑》saying, 我要向乌龟学习，坚持不放弃。
• making connections between their knowledge of the world and their Chinese learning to infer meaning of words, for example, to guess the meaning of 电话, 飞机, 计算机, 食物金字塔
• identifying details about people and events heard, seen or read in the media, including children’s educational television programs, for example, 《大耳朵图图》
• recognising that gestures and body language are integral to communicating in language for First Nations Australians, and showing examples of how they are also integral to communicating in the language(s) they may speak at home
• showing understanding of main points in spoken and written texts, for example, listening to a story about the first day of Year 1 and putting pictures in the order of events or creating sequential captions
• listening to imaginative texts such as stories, rhymes and songs, and responding through play-acting or movement, for example, 《三只小猪》
• listening to, reading or viewing familiar Chinese texts and identifying key words, for example, in stories such as 《十二生肖》, in rhymes such as 《小老鼠上灯台》and in cartoons such as 《小兔子乖乖》

Show 4 more elaborations

• drawing and labelling a character or scene from rhymes, songs or stories such as 《龟兔赛跑》,《小红帽》
• participating in shared reading of informative or imaginative texts such as big books and responding to questions, for example, 故事发生在哪里？它是关于什么的？这个故事中包括谁/什么动物？发生了什么？它是如何结束的？
• identifying and justifying a favourite character using modelled language, for example, 我喜欢黄蝴蝶，因为我喜欢黄色。我喜欢乌龟，因为它勤劳。我不喜欢狼，因为它太凶猛了。
• expressing opinions about characters or retelling the storyline after viewing or listening to stories, for example, 我觉得 ... 真有意思！

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 1 ASLANCHIBLLF-1Y12

Year 1 Languages Achievement Standard

By the end of Year 2, students use Chinese language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use formulaic language. They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning. They use familiar words and modelled language to create texts. They recognise and use familiar characters and Pinyin to make words and sentences. Students recognise and use the sounds, tones and rhythms of spoken Chinese. They demonstrate understanding that Chinese has rules for non-verbal communication, pronunciation and writing. They give examples of similarities and differences between features of Chinese and English. They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).