Elaboration ACLCHU157
exploring metaphorical and literal meaning in texts, for example, 远远的街灯亮了，像是闪着无数的明星
Elaboration | ACLCHU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU157
analysing rhetorical devices in texts, including 比喻、夸张、排比; identifying culturally specific features such as 日月如梭，难于上青天; and experimenting with rhetorical devices in own speech and writing
Elaboration (1) | ACLCHU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU158
identifying variability in language used in a variety of contexts, for example, at the supermarket, at the doctor’s surgery, or when visiting a friend or relative
Elaboration | ACLCHU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU158
recognising language reflecting different levels of formality, such as 爷爷 and 祖父, and using language to reflect formality appropriate to context, for example, l and 非常疲惫
Elaboration (1) | ACLCHU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU158
using words and expressions reflecting their interlocutor’s seniority and authority, for example, 您老敬请？
Elaboration (2) | ACLCHU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHU158
analysing language use to identify degree of intimacy or distance between participants, for example, 咱俩、我们、我和您
Elaboration (3) | ACLCHU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU158
differentiating oral and written styles of language, for example, 我要吃好吃的。中国有很多美食
Elaboration (4) | ACLCHU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU159
exploring language ‘borrowing’, such as English words ‘borrowed’ from Chinese (for example, ‘yum cha’ and ‘kung fu’) and the impact of English on Chinese language use today, for example, 考拉、汉堡包
Elaboration | ACLCHU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU159
analysing the impact of languages on one another such as 他写着作业 （他在写作业。） and 白了 which sounds like ‘bye’
Elaboration (1) | ACLCHU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU159
exploring the impact of English on Chinese language use, such as recognising transliteration in Chinese, for example, 可口可乐
Elaboration (2) | ACLCHU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU160
exploring origins of 成语 and 歇后语 encountered in texts such as 朝三暮四，姜太公钓鱼, and using fixed phrases to share or convey a cultural idea in own writing, for example, 塞翁失马，笨鸟先飞
Elaboration | ACLCHU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU160
exploring how the languages that people know can impact on the way they communicate in other languages, for example, the use and frequency of ‘thank you’ and 谢谢 is a sign of westernisation, whereas in Chinese it is not used as often as overuse indicates …
Elaboration (1) | ACLCHU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU160
exploring how cultural concepts of family and the importance of one’s sense of connection to others influence use of language, for example, in the greeting 阿姨好！ (‘Hello, Aunty!’), where ‘aunty’ may be a colleague of their mother’s and a total stranger …
Elaboration (2) | ACLCHU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum