Elaboration ACLCHC167
identifying the challenges of translating some concepts (for example, 龙的传人: ‘descendant of dragon’), and developing strategies to overcome these; asking, for example: What is lost in translation? Why can’t we just translate word for word? Why does context …
Elaboration | ACLCHC167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC167
translating short phrases or texts, noting culture-specific words and phrases, and discussing alternatives, equivalence or non-equivalence
Elaboration (1) | ACLCHC167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC167
discussing reasons for creating different translations for different audiences
Elaboration (2) | ACLCHC167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC167
comparing alternative ways of translating to identify ‘normality’ in one’s linguistic and cultural context, for example, using the term 软饮料 instead of 无酒精饮料 assumes the reader/audience has a degree of connection to English to understand meaning of 软
Elaboration (3) | ACLCHC167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC167
considering ways to convey culture-specific terms (for example, 中药和食疗, 上火，大补) in English
Elaboration (4) | ACLCHC167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC168
observing others involved in interpreting meaning in bilingual contexts and identifying challenges and potential issues in mediation
Elaboration | ACLCHC168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC168
using Chinese dictionaries to enhance understanding of subtle differences in how and when words are used, and applying this knowledge to interpreting meanings in texts and interactions
Elaboration (1) | ACLCHC168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC169
recognising own tendency to generalise or stereotype during interactions (for example, 地域歧视), being sensitive to the possibility of causing offence to others in interaction, and considering questions to ask about the other person’s cultural background, …
Elaboration | ACLCHC169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC169
participating in cultural events, and reflecting on cultural similarities and differences, and on how cultural practices change in a different context, for example, 我们家不过中秋节，因为大家都觉得不太重要。母亲节那天我们全家去爷爷奶奶家一起吃饭
Elaboration (1) | ACLCHC169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC169
being aware of how own ideas may be perceived by others based on language choice, including code-switching, for example, 我妈妈不喜欢我说汉语时夹着英语，但是我和朋友经常这样说，她也经常这样说。有的时候姥姥听不懂，我就会想想全部用汉语该怎么说
Elaboration (2) | ACLCHC169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU170
comparing ways they pronounce and use spoken Chinese with peers and other Chinese speakers, and determining the influences on their own language use, such as TV, parents, dialects spoken
Elaboration | ACLCHU170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU170
developing tone discrimination and identifying subtle differences in pronunciation, including variations in regional accents, for example, distinguishing between ‘qing’ and ‘qin’, ‘lou’ and ‘rou’, ‘liang’ and ‘lang’, ‘shi’ and ‘si’, and ‘lan’ and ‘nan’ …
Elaboration (1) | ACLCHU170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU171
using knowledge of components to select a character from options when inputting Chinese in a digital text
Elaboration | ACLCHU171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU171
categorising words containing a common morpheme to better understand the relationship between morphemes and specific word meanings, for example, using Chinese dictionaries to explore the range of words created from common character morphemes such as 情 …
Elaboration (1) | ACLCHU171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU171
discriminating between the functions of morphemes with related meanings, for example, 餐，饭; 做，作
Elaboration (2) | ACLCHU171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHU171
exploring influences on word formation, for example, the school subject ‘Language’ is called 语文 in China not 汉语 or 中文
Elaboration (3) | ACLCHU171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU172
using connectives (连接词) and sequencing expressions (for example, 首先。。。其次。。。) to enhance flow and clarity of ideas
Elaboration | ACLCHU172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU172
organising information in different ways, discussing the logical flow of the information and whether it suits the audience’s needs, for example, comparing 目前陆地上的煤，石油等资源 由于长期开采，已经越来越少。 and 由于长期开采陆地上的资源，比如煤和石油，目前已经越来越少
Elaboration (1) | ACLCHU172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU173
analysing and explaining the organisation and development of ideas or an argument in a range of genres, including textual features such as paragraphing
Elaboration | ACLCHU173 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU173
comparing the ways in which similar ideas and concepts are presented in different genres, discussing the impact of genre choice on text structure and language use (for example, in imaginative and evaluative texts), and determining how language choices …
Elaboration (1) | ACLCHU173 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum