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Elaboration (2) ACLCHC121

sharing own likes and dislikes and discussing features that reflect their cultural identities, such as preferences relating to sport and leisure activities, food, and TV programs, for example, 我喜欢吃中国菜，也喜欢吃汉堡包

Elaboration (2) ACLCHU122

performing or reciting texts with strong rhythmic features such as nursery rhymes or tongue twisters, for example, 《猴子穿新衣》

Elaboration (2) ACLCHU123

learning the sound and meaning of commonly seen basic characters (独体字) and components (部件), such as 木 (tree) and 人 (person), and making connections between basic characters and their bound forms (非成字), such as 水 and 氵

Elaboration (2) ACLCHU124

understanding that as for English there are basic rules of word order in Chinese (subject-verb-object)

Elaboration (2) ACLCHU126

learning about etiquette in everyday social contexts, such as how to address adults, for example, 王阿姨好

Elaboration (2) ACLCHU127

recognising diversity within Chinese language, including significant regional languages spoken by family or others, such as Cantonese or Shanghainese

Elaboration (2) ACLCHU128

observing what is the same and what is different in their classroom interactions and classroom interactions in China

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

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