Elaboration (2) ACLCHU209
exploring the origins of 成语 and 歇后语 encountered in texts such as 朝三暮四，姜太公钓鱼, and using set phrases to share or convey a cultural idea in own writing, for example, 塞翁失马，笨鸟先飞
Elaboration (2) | ACLCHU209 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC210
stating opinions on school life, family life, familiar people, experiences and significant personal events (for example, 我最喜欢圣诞节), and indicating preferences with reasons such as 我想去看…电影， 因为听说这个电影很好看
Elaboration | ACLCHC210 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC210
engaging in oral and digital discussions on topics of personal interest such as music, TV programs or sports, asking questions to seek ideas, request repetition and clarify meaning (for example, 你说你的生日是明天，是吗？) to enhance mutual understanding, for example, …
Elaboration (1) | ACLCHC210 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC210
using different ways of expressing apology, appreciation or gratitude, and comparing practices across contexts, considering which term to use in various situations and according to the relationship between participants, for example, 谢谢;辛苦你了; 麻烦你了; 真对不起; …
Elaboration (2) | ACLCHC210 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC210
notifying teacher of work due in other subject areas, for example, 我有很多数学作业；我星期一有科学测验
Elaboration (3) | ACLCHC210 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC210
expressing opinions on lesson activities and learning tools, for example, 我觉得很好玩儿 ；我觉得很有用；我喜欢用网络词典
Elaboration (4) | ACLCHC210 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHC210
requesting assistance or seeking advice on a feature of language (for example, mobile phone 。中文怎么说， 怎么写（面）这个字呢？), and exploring concepts related to topical and contemporary issues (such as ethnicity and identity, social justice, environment, education …
Elaboration (5) | ACLCHC210 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHC210
inviting others to contribute to discussions and provide feedback on own ideas (for example, 你不觉得…吗？ 难道…?), and asking questions, acknowledging strengths in others’ arguments and providing evidence to contradict, challenge or rebut alternative views
Elaboration (6) | ACLCHC210 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (7) ACLCHC210
substantiating their position with examples, quotes or statistical data and using 成语 or 谚语, for example, 养不教，父之过父母当然要对孩子的教育负责
Elaboration (7) | ACLCHC210 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (8) ACLCHC210
collaborating to reach agreement by asserting, restating, conceding or negotiating in an appropriate manner (for example, 就算是说…; 尽管如此…), and recapping the main ideas discussed, suggesting a suitable compromise or solution and explaining the reasons behind …
Elaboration (8) | ACLCHC210 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (9) ACLCHC210
responding to inquiries in correspondence from overseas peers and via social media by describing the lifestyle of Australian young people, with pariticular attention to unique aspects of Australian culture, for example, 澳大利亚有…，人们生活…
Elaboration (9) | ACLCHC210 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (10) ACLCHC210
engaging with educational social media to document own experiences and achievements by posting a weekly journal or blog for others to read, for example, 本周XX俱乐部足球赛
Elaboration (10) | ACLCHC210 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (11) ACLCHC210
experimenting with ways of expressing ideas in more formal contexts, such as using objective rather than subjective language to recount events, for example, 袋鼠很多 compared with 我看到了很多袋鼠
Elaboration (11) | ACLCHC210 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC211
designing a campaign to promote a community organisation and persuade people to join, for example, creating slogans such as 加入澳洲华人青年会，你会认识更多的朋友！
Elaboration | ACLCHC211 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC211
asking open questions, inviting others to elaborate their ideas and restating to confirm understanding, for example, 请说一下您为什么决定…？为了保护环境，你一般做什么？你已经说过…；你说的是…，对不对？
Elaboration (1) | ACLCHC211 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC211
considering how the use of a polite tone and respectful language when making a complaint may empower both speaker and listener to achieve a positive outcome, and how advice may be given in a non-judgemental way, for example, 你最好/我觉得你应该/我知道…对你很重要，可是… rather …
Elaboration (2) | ACLCHC211 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC211
negotiating to achieve desired goals by asserting, conceding, and expressing obligation (for example, 必须、一定要) or absence of choice （for example, 没办法、不得不）in an appropriate manner
Elaboration (3) | ACLCHC211 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC211
participating in organised visits to Chinese-owned stores in the local area; specifying the quantity or nature of items required; requesting, negotiating and accepting prices; and completing transaction
Elaboration (4) | ACLCHC211 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHC211
participating in shopping scenarios with classmates, expressing opinions about qualities of goods (for example, 这个红色的裤子真好看), making comparisons with other retailers or service providers (for example, 他要一百块，你要一百三十块) and expressing satisfaction or dissatisfaction …
Elaboration (5) | ACLCHC211 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHC211
negotiating with classmates to determine an appropriate gift for an overseas visitor, acknowledging others’ ideas and opinions, and offering alternatives, for example, 这件大衣太大了，我不要，我看一看那件吧
Elaboration (6) | ACLCHC211 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum