Elaboration ACLCHC089
discussing appropriate language choices across cultures, for example, when meeting people for the first time or interacting with older people (such as a parent’s friend); how presentation of the residential address in Chinese and English reflects certain …
Elaboration | ACLCHC089 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC089
reflecting on their own English language use in response to their observations of Chinese speakers, for example, the words they use (slang, complex terminology), how they speak (tone, accent), and how they vary their language in different contexts and …
Elaboration (1) | ACLCHC089 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (8) ACLCHC089
discussing how language and gesture are used to communicate in English and how these features would be understood when interacting with Chinese people; identifying how their communication styles may need to be altered when conveying ideas in Chinese
Elaboration (8) | ACLCHC089 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU096
discussing cultural values reflected in language use (for example, in relation to celebrations) and how they influence interactions, for example, by asking: In the colloquial phrase 合家团圆, what is 团圆？ Why wish people 团圆？ Does this have the same meaning …
Elaboration | ACLCHU096 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU096
identifying aspects taken for granted in communication (for example, a shared understanding of gesture, body movement and word meanings), and comparing ways people interact across cultures, asking, for example: How do Chinese people use gesture? Which …
Elaboration (1) | ACLCHU096 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHU096
considering the different ways of addressing people in authority (李老师；王校长) and how this reflects the importance of respect and hierarchy in Chinese culture
Elaboration (5) | ACLCHU096 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC097
stating opinions on school and family life, familiar people, experiences and significant personal events (for example, 我最喜欢圣诞节), and indicating preferences with reasons, for example, 我想去看…电影， 因为听说这个电影很好看
Elaboration (1) | ACLCHC097 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC098
identifying unacceptable behaviours at school and devising a set of posters or signs in Chinese to remind people of school expectations, for example, 爱护花草，请安静， 可回收物/不可回收物，关闭手机
Elaboration (4) | ACLCHC098 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC099
listening to and viewing texts (for example, celebrity interviews, news reports and documentaries on tourist hot spots) and obtaining gist by focusing on familiar, anticipated items in a flow of words, such as names of people and places, time and date, …
Elaboration (1) | ACLCHC099 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC101
sharing opinions on language used in contemporary media for young people, including music videos and TV series, for example, 我很喜欢学这首歌，它的歌词很美
Elaboration | ACLCHC101 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC101
identifying how media convey a sense of ‘right’ and purpose in the lives of young people and expressing own opinion (for example, 我觉得他是好人，因为他帮助老人) and reactions to the situations and contexts represented, for example, 如果我是她; 我觉得他最好…
Elaboration (3) | ACLCHC101 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC102
exploring how alternative words can be used to convey varying degrees of emotion and attitude towards people, places and events, for example, 我真高兴。你快乐吗？他很幸福!
Elaboration (3) | ACLCHC102 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHU112
identifying choices made in interactions in Chinese with people from different generations, for example, changes in greetings (吃饭了没有、拜拜、嗨) and forms of address (同志 、 小姐 、 师傅) over time
Elaboration (3) | ACLCHU112 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC115
identifying details about people and events heard in media texts, including children’s educational TV programs
Elaboration (1) | ACLCHC115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU126
observe and participate in interactions with a range of participants, and discuss how different people use language in different ways, for example, a range of ways of greeting and farewelling
Elaboration | ACLCHU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU126
understanding that gestures can enhance communication but might be interpreted differently by different people
Elaboration (1) | ACLCHU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHU128
recognising ways in which people express their culture in music, dance, traditional stories, food, games and celebrations
Elaboration (6) | ACLCHU128 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC131
interviewing familiar people, such as parents, teachers, peers and community members, and appreciating their significance as sources of information about Chinese language and culture, identifying possible sources of information beyond the classroom, for …
Elaboration | ACLCHC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC137
identifying levels of politeness, respect and formality in diverse contexts, for example, when seeking assistance, when engaging with people of different ages or authority
Elaboration | ACLCHC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC147
viewing TV programs, documentaries or interviews with young people such as 《智慧树》, discussing the participants’ experiences and comparing with own life experiences
Elaboration | ACLCHC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum