AC9LCH4C04 Year 3 Languages

AC9LCH4C04 – 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

develop strategies to interpret language that conveys cultural meaning

Elaborations

• selecting language to translate information into Chinese, recognising different meanings for the same word, for example, understanding that 哥哥 can be used to refer to an older male friend as well as an older brother
• demonstrating levels of politeness, respect and formality in diverse contexts when engaging with people of different ages or authority, for example, seeking assistance in writing, such as 尊敬的老师，请您 ...
• explaining when to use formal and informal language in different social contexts, for example, comparing language use at home and at school, such as 妈妈，我要喝水。老师，我可以喝水吗？
• recognising the role that gesture plays in interactions, including hand gestures, gesturing for emphasis and inclusivity, and taboos within Chinese communication, such as pointing directly at someone
• creating bilingual resources for use in the classroom or school, for example, digital-picture dictionaries and word lists, glossaries and signs for the school environment
• identifying words and expressions in Chinese and English that do not readily translate, for example, 马马虎虎, 好好学习, 天天向上, small talk, cringe
• developing strategies for using bilingual, print or digital Chinese-English and English-Chinese dictionaries, to assist with translation

Show 2 more elaborations

• learning the cultural value behind symbols, such as tracing, cutting out or writing 春 and 福 to decorate the classroom for New Year
• identifying culturally-specific terms and phrases, for example, 吃了吗？in Chinese and ‘mate’ in Australian English, and sharing insights into why particular cultures value certain colloquial 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).