Elaboration (1) ACLCHC083
viewing audiovisual texts such as a cooking program and answering questions from classmates about the key steps and main ingredients, for example, ‘蚂蚁上树’没有蚂蚁。树是粉丝，蚂蚁是猪肉
Elaboration (1) | ACLCHC083 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC086
reading short texts such as comics and cartoons, and matching labels and speech to the characters to convey ideas and emotions, for example, using euphemistic phrases to capture the emotions and reactions of characters (真的吗？真倒霉！哎呀！)
Elaboration (2) | ACLCHC086 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC087
translating English texts into Chinese, focusing on overall meaning, and identifying how best to interpret key words, for example, the use of 是 after first-, second- and third-person pronouns; numbers with measure words; possessives with 的; plurals
Elaboration | ACLCHC087 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC087
translating public texts in Chinese (for example, signs in shops and restaurants) into English and explaining their possible meaning and purpose, for example, translating the sign 休息中 on an unlit shop window to mean ‘closed’ instead of its literal translation, …
Elaboration (3) | ACLCHC087 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC098
reading promotional material on topics such as healthy eating, and creating similar texts in Chinese to convey the meaning to Chinese readers, for example, 每天吃五份蔬菜，两份水果
Elaboration (3) | ACLCHC098 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC104
analysing Chinese texts alongside their English translations to identify the challenges of translating culture, and developing strategies to overcome these challenges, by asking: What is lost in translation? Why can’t we just translate word for word? …
Elaboration | ACLCHC104 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC038
experimenting with storytelling techniques by following provided models of narrative texts, for example rewriting 她有七色花，红色，蓝色，白色… and replacing 花 with 气球 and writing 她有七色气球，红色，蓝色，白色
Elaboration | ACLCHC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC041
presenting short spoken texts to peers and to Chinese-speaking people in other contexts via digital media, sharing culture-specific aspects of own identity (for example, 我是希腊人，我周末学希腊语 or football club membership) and discussing their significance
Elaboration (1) | ACLCHC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU046
examining the role of myths, legends and 成语 in contemporary language use (for example, reading texts containing 成语, such as 井底之蛙，画龙点睛 within 成语故事) and discussing their intended meaning, and the cultural importance of employing classical language in contemporary …
Elaboration (4) | ACLCHU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC051
listening to and viewing factual spoken texts and paying attention to voice, gesture and language choice to identify the strength of opinion or degree of emotion expressed, for example, recognising strong dislike expressed in 我一点儿也不喜欢 compared to 我不喜 …
Elaboration (2) | ACLCHC051 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC073
constructing texts and participating in interactions with young Chinese which involve sharing aspects of their own identities as young Australians, for example, 中国的年轻人喜欢什么运动？澳洲人喜欢游泳、打板球和打橄榄球
Elaboration | ACLCHC073 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC083
obtaining the gist or specific information in spoken texts by focusing on familiar, predictable items in a flow of words, as well as features of voice, gesture and word choice, for example recognising the emotion and degree of enthusiasm or dislike expressed …
Elaboration (2) | ACLCHC083 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC083
preparing short presentations of data collected from various sources, including texts in English on familiar people, places and events (for example, 澳大利亚的总理, 澳洲旅游景点，我是澳大利亚人), and creating supporting visual images such as a timeline
Elaboration (4) | ACLCHC083 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU095
appreciating the role of myths, legends and 成语 in contemporary language use, for example, reading texts containing 成语, such as 井底之蛙，画龙点睛 within 成语故事, and discussing their intended meaning, and the cultural importance of classical language employed in …
Elaboration (2) | ACLCHU095 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC100
composing short texts to report on topics of interest (for example, 中国的茶-澳洲咖啡), providing a range of alternative views on the subject, for example, 有人说…也有人说…他们都不知道...所以…
Elaboration (2) | ACLCHC100 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC101
comparing how the theme of love is represented across different imaginative texts in both Chinese and English, and discussing personal responses, for example, 我觉得这个故事很像…。我不喜欢…因为他…,如果他像…一样，那么…
Elaboration (2) | ACLCHC101 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU111
reading texts consisting of 名人名言 (for example, 孔子说…), and discussing the cultural meaning of the quote and how it is relevant to contemporary language use, including why it is still quoted widely in modern writing, for example, 三人行必有吾师
Elaboration (1) | ACLCHU111 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC073
comparing own experiences and opinions with those of Chinese youth encountered in diverse texts and contexts, for example, exploring how young people feel about school: What is universal? What is culturally specific? What is environmental? Why do we do …
Elaboration (1) | ACLCHC073 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum