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Elaboration (1) ACLCHC101

explaining meaning of scripts and lyrics, and recognising how feelings/emotions are expressed in ‘subtle’ ways through the use of stylistic devices or symbolism, for example, 月亮代表我的心

Elaboration (1) ACLCHC102

creating narratives that hold the attention of readers (for example, beginning a story with 你知道吗？), experimenting with 正叙，倒叙，插叙 to sequence events and using descriptive language to set the scene

Elaboration (1) ACLCHC103

comparing word choices for public signs across languages, and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’

reading bilingual signs in places such as restaurants, shops, pools, schools, hospitals and construction sites, and determining the effectiveness of the English translations and possible reasons for such interpretations

Elaboration (1) ACLCHC105

interacting with Chinese-speaking peers to share aspects of their own identities as young Australians, for example, considering: What aspects of my life and identity would Chinese youth find interesting? How do I want to be perceived or understood?

Elaboration (1) ACLCHU106

examining the diverse meanings of words that share similar sounds, for example, the many meanings of the sound ‘shi’ and how to differentiate between 同音词 and 近音词 in different contexts (同意 and 统一)

Elaboration (1) ACLCHU107

using understanding of familiar radicals and phonetic sides to estimate the sound and meaning of characters when reading aloud

Elaboration (1) ACLCHU108

exploring the uses of diverse time expressions and ways to sequence events in time, for example, 先…然后…; 一…就…;了…就…;才; 第一；然后

Elaboration (1) ACLCHU109

applying understanding of genre to determine the purpose and intended message of a text, for example, the use of markers 第一步 and 第二步 in a recipe for fried rice

Elaboration (1) ACLCHU110

investigating the dialects spoken in local Chinese communities and understanding why character subtitles are typically added to Chinese films and television shows

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) ACLCHU112

exploring how cultural concepts of family and the importance of one’s sense of connection to others influence use of language

Elaboration (1) ACLCHC113

responding to questions about and describing features of their own world (for example, 我的学校不大) and seeking more information by asking questions such as 你是 Emily 的妹妹吗？

Elaboration (1) ACLCHC114

following the teacher’s instructions and responding to questions with reasons (for example, 我不高兴, 因为我累了), using language appropriate to class context (for example, 老师，我写完了) and making requests in an appropriate manner, for example, 老师，我可以喝水吗？

Elaboration (1) ACLCHC115

identifying details about people and events heard in media texts, including children’s educational TV programs

Elaboration (1) ACLCHC116

presenting and expanding on details of the topic, and answering peers’ questions, for example, 我的猫很小，有棕色和白色的毛

Elaboration (1) ACLCHC117

interpreting language, facial expressions and other visual clues to inform own response to characters and stories presented in animations or songs

Elaboration (1) ACLCHC118

selecting words from lists to produce captions for images related to familiar narratives heard or viewed in Chinese

Elaboration (1) ACLCHC119

stating the English equivalent of common Chinese expressions, for example, 对不起, 没关系; 谢谢，不谢

Elaboration (1) ACLCHC120

comparing ways of communicating and interacting in Chinese and English by identifying similarities and differences in features such as gestures, greetings, titles

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