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Achievement Standard Chinese Years 3 and 4

By the end of Year 4, students use spoken and written Chinese to initiate interactions and to participate in short exchanges, for example, 你晚饭吃什么？,我学汉语和英语,站起来，大家听老师说. They organise and convey factual information and share experiences in formal and informal …

Elaboration (2) ACLCHC129

asking questions to seek permission from the teacher, for example, 我可以上厕所吗？ / 老师，我们明天有没有汉语课？/ 老师，我可以用铅笔写字吗？

Elaboration (2) ACLCHC130

offering their opinions to help others in transactions, for example, 我喜欢红色的/我最喜欢那个

Elaboration (2) ACLCHC131

collating key information to share with others, such as summarising and sharing one aspect of a topic to contribute to a group response, for example, experiences of participating in organised activities involving aspects of Chinese culture (龙舟比赛;剪窗花)

Elaboration (2) ACLCHC132

reporting information from texts to explain aspects of lifestyle or culture in different communities, for example, TV guide, brochures, advertisements or timetables containing text and images

Elaboration (2) ACLCHC133

reading aloud or reciting traditional texts such as poems and rhymes (for example 《咏鹅》、《静夜思》、《四和十》), paying attention to pronunciation, prosody and emotion and explaining key ideas in Chinese

Elaboration (2) ACLCHC134

using digital media to create an imaginative story to share with peers and Chinese-speaking contacts, using both language and images to achieve particular effects, for example, using 重复（很大很大的球; 走啊走啊走啊)

Elaboration (2) ACLCHC135

recognising the role that gesture plays in oral interaction, including emblematic (hand) gestures, gesturing for emphasis and inclusivity, and taboos within Chinese communication, such as pointing directly at someone

Elaboration (2) ACLCHC137

identifying ways in which their Chinese identity is reflected in their daily life and interests, for example, belonging to a sports or hobby group or attending community school

Elaboration (2) ACLCHU139

developing skills in identifying the structure and components of a compound character, for example, 学 has two components and they are of top-and-bottom structure

Elaboration (2) ACLCHU140

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

Elaboration (2) ACLCHU141

comparing and differentiating forms of texts based on purpose and audience, for example, asking: What’s the difference between a letter and an email? What might be the reasons for such differences?

Elaboration (2) ACLCHU142

discussing differences in language use at home and at school, for example, comparing how to ask for permission to use a computer (老师，我可以用电脑吗？ and 我就是要用电脑！)

Elaboration (2) ACLCHU143

investigating diversity in spoken Chinese and identifying differences in phonology across dialects, for example, exploring greetings in dialects such as Cantonese, Hakka and Shanghainese, and comparing the pronunciation of words

Elaboration (2) ACLCHU144

discussing the contextual and cultural meanings of words that cannot be directly translated into another language, for example, translating 手足 as ‘brothers’

Elaboration (1) ACLCHC136

creating bilingual texts to share with others, for example, adding English to a Chinese New Year poster or couplet, adding Chinese headings to an Australian tourism promotion brochure, adding Chinese to a class weekly timetable

Elaboration (3) ACLCHU144

reading Chinese idioms (成语故事; for example, 《指鹿为马》、《狐假虎威》、《买椟还珠》、《拔苗助长》), and discussing their meanings; exploring the relevance and significance of these idioms to contemporary life and how these phrases are used in daily communication, such as 生日快乐 for …

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