AC9LCH4C03 Year 3 Languages

AC9LCH4C03 – 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, organise and respond to key information related to familiar content in spoken, written and multimodal texts

Elaborations

• watching educational television programs, listening to songs or playing digital games, and sharing personal opinions for example, 我喜欢这首歌, 因为它的歌词很美。
• 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
• creating a timeline of the main events of a story using words, pictures or simple sentences, for example, 首先 ..., 接着 ..., 然后 ..., 最后 ...
• learning that First Nations Australian languages change according to connections and relationships between people, and giving examples of how this occurs in Chinese
• gathering information from a range of sources and presenting findings in a different way, for example, the results of a class survey on likes and dislikes through a picture graph with annotations, for example, 我的很多同学都喜欢吃饺子。有12个朋友喜欢吃春卷。我们中有些人喜欢打网球。
• responding to words of songs through movement and dance, for example, listening to the song 《红山果》and creating movements to match
• interviewing family, friends or peers about languages spoken, country of origin, or participation in cultural events and leisure activities, and presenting information collected from the interview

Show 3 more elaborations

• listening to, reading and viewing a range of informative and imaginative texts, such as short reports, children’s stories and folk tales, and retelling or summarising the main information or ideas
• reading aloud or reciting texts such as poems and rhymes, for example, 《咏鹅》,《静夜思》, paying attention to pronunciation, intonation and emotion, and explaining key ideas in Chinese
• creating performances in response to Chinese legends and folk tales, for example, 《后羿射日》, using modelled language

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANCHIBLLF-1Y34

Year 3 Languages Achievement Standard

By the end of Year 4, students use Chinese language to initiate interactions to share information and ideas related to the classroom and their personal worlds. 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 familiar characters, Pinyin and modelled language to create texts. Students recognise and use sounds, tones, rhythms, syllables and intonation patterns of spoken Chinese. 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).