Chinese / Year 3 and 4 / Communicating / Creating

View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Respond to and create simple imaginative texts using voice, rhythm, and appropriate gesture and action

[Key concept: imagination; Key processes: feeling, participating, noticing, recognising, responding, listening]

 (ACLCHC021)

Elaborations
  • performing plays in groups, using puppets and props, with allocated roles (such as 《十二生肖的故事》, 《饥饿的毛毛虫》), and using gestures and other movements to enhance the impact of performance, for example, using facial expressions to demonstrate emotions during a play
  • viewing performances such as a song and dance show for children and identifying features of language, for example, rhyming in 小燕子,穿花衣,年年春天来这里
  • creating own representations of familiar songs (小星星), poems and stories with a focus on varying voice, rhythm, gesture and action
  • reading excerpts of 童谣 and comparing Chinese-specific expression with English version, such as 小猫怎么叫,喵喵喵。小狗怎么叫,汪汪汪。小鸡怎么叫,叽叽叽。小鸭怎么叫,嘎嘎嘎。小羊怎么叫,咩咩咩
  • singing familiar songs from both cultures, such as 《小星星》,《说哈罗》,《猜拳歌》 or 《狼与小孩》, to memorise words and sounds and for enjoyment
  • expressing own feelings, likes and dislikes in response to Chinese stories, songs and poems, and asking for classmates’ feelings
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
  • Intercultural understanding Intercultural understanding
  • Personal and social capability Personal and social capability
ScOT terms

Imaginative texts,  Gestures,  Chinese languages

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