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AC9LCH4U02: Year 3 Languages Content Descriptor – Understanding language and culture
AC9LCH4U02 Year 3 Languages

AC9LCH4U02 – Year 3 Languages: Understanding language and culture

Strand
Understanding language and culture
Substrand
Understanding language and culture

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 and use features of the Chinese writing system, familiar components and/or characters, a range of sentence structures and basic syntax, in familiar texts and contexts

Elaborations

  • • using Chinese writing conventions 方块字, including direction of text and punctuation
  • • applying rules of stroke direction and stroke order when writing characters, paying attention to details such as length of a stroke to discriminate similar forms, for example, 土 and 士
  • • making connections between basic characters and related component forms such as radicals 手 and扌, 人 and 亻, identifying the structure and components of a compound character, for example, 学 has 2 components and they are of top-and-bottom structure
  • • mixing and matching Chinese characters to make new meanings, for example, building new words using familiar characters 大山, 火山, 山火, 林火, 王子, 大王, 女王
  • • categorising Chinese characters with common components such as 花, 草, 菜, and identifying connections between the meanings and sounds of these components and the characters themselves, for example, 目 (eye in) 看 (to look at)
  • • recognising that there are multiple ways to structure a sentence, such as 我吃了早饭后去学校。 and 吃了早饭后，我去学校。
  • • using reduplication adjectives in sentences, such as 高高的, 瘦瘦的 to describe people, animals and objects
Show 4 more elaborations
  • • using adverbs to modify actions, for example, 高兴地跳起来
  • • experimenting with the use of prepositions such as 上面, 下面, 里里外外, 在中间, for example, 小鸟在天上飞。 means ‘The bird flies in the sky’, rather than the literal translation ‘The bird flies above the sky.’
  • • recognising basic structures of closed and open-ended questions, for example, 你喜欢听童话吗？你为什么喜欢《小红帽》？
  • • elaborating ideas in sentences, including details such as time, manner and place, for example,  星期一我从上海坐飞机到北京。

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).