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AC9LCH2U03: Year 1 Languages Content Descriptor – Understanding language and culture
AC9LCH2U03 Year 1 Languages

AC9LCH2U03 – Year 1 Languages: Understanding language and culture

Strand
Understanding language and culture
Substrand
Understanding language and culture

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

recognise that Chinese has features that may be similar to or different from English

Elaborations

  • • noticing that simple statements in Chinese tend to follow the same word order as in English; subject+verb+object
  • • discussing the placement of words in Chinese, for example, ‘happy’ in English ‘Happy Birthday’ and ‘Happy New Year’ versus 生日快乐, 新年快乐
  • •

    comparing the vowel sounds of English with the main vowel sounds of Chinese, such as a, e, i, o and u, to develop awareness

  • • developing number knowledge and identifying the similarities and differences between using cardinal and ordinal numbers in Chinese and English, for example, comparing十一 with 11, and comparing 第一 with first
  • •

    comparing bilingual texts (picture books, multimedia texts, songs, cartoons, etc.), noticing similarities and differences, such as features of punctuation and text organisation across languages, for example, Twinkle, Twinkle, Little Star 《小星星》

  • • recognising that languages use words borrowed from other languages, and that many English and French words are used in Chinese such as 汉堡包, 咖啡, 可乐, 巴士
  • • learning metalanguage for word types, for example, exploring what are considered verbs in English and adjectival verbs in Chinese 天天打篮球的哥哥长高了。

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).