Elaboration (1) ACLCHU014
discussing why there are different languages spoken by Australian families and by classmates
Elaboration (1) | ACLCHU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHU094
knowing that China’s minority nationalities have their own languages and exploring the issues in language maintenance in such contexts
Elaboration (3) | ACLCHU094 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU080
making connections between their first language and how it influences communication in additional languages, for example: Why do Chinese speak English in certain ways? What features of my first language influence how I speak Chinese? How does this affect …
Elaboration (1) | ACLCHU080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU091
comparing writing across languages, recognising differences in stroke sequences and word formation (letter strings versus character squares), word spacing, punctuation and text direction
Elaboration (1) | ACLCHU091 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU014
exploring the range of languages spoken in Australia and identifying people in the local community or in the media who speak a different language, for example, ‘My mum’s friend is from China, and she speaks Chinese’
Elaboration | ACLCHU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHC055
comparing word choices for warnings across languages, and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’
Elaboration (6) | ACLCHC055 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU080
exploring how known languages influence their own communicative preferences, such as reflecting the values of one culture when communicating in another, for example, differences in the use and frequency of ‘thank you’ and 谢谢
Elaboration | ACLCHU080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC086
reading jokes or cartoons in Chinese and discussing how humour is conveyed through words and the presentation of ideas, comparing this to humour in English and discussing whether ‘entertainment’ means the same thing in different languages and culture …
Elaboration (1) | ACLCHC086 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
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’
Elaboration (1) | ACLCHC103 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU064
discussing how language use varies between communities, and reflecting on how communication is shaped by a community’s geographical location, languages and cultures, for example, 计算机 / 电脑， 哪儿 / 哪里
Elaboration (1) | ACLCHU064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU079
examining the use of inclusive language and how ideas are framed, for example, the impact of positive versus negative framing on how meaning is interpreted across languages and cultures, such as 足下留情，小草常青 versus ‘Keep off the grass’
Elaboration (2) | ACLCHU079 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU093
comparing textual features and language used in different types of written communication within and across languages, for example: How does the formatting of a letter and an email differ in English? Why are there such differences? How does the formatting …
Elaboration (2) | ACLCHU093 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHU095
discussing how languages influence each other, for example, how foreign concepts are represented in Chinese; interpreting the meanings of transliterations such as 可口可乐, translations such as 热狗, and hybrid forms such as 因特网
Elaboration (3) | ACLCHU095 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (7) ACLCHC105
examining the use of inclusive language and how ideas are framed, for example, the impact of positive versus negative framing on how meaning is interpreted across languages and cultures, such as 足下留情，小草常青 versus ‘Keep off the grass’
Elaboration (7) | ACLCHC105 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHU092
explaining the concept of ‘tense’ across languages, for example, asking: What tense is used in English to share ideas about a future activity? Can you exemplify how future tense is used in English? How is future tense expressed in Chinese? (我明天去北京，下个 …
Elaboration (3) | ACLCHU092 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum