Elaboration (3) ACLCHC021
reading excerpts of 童谣 and comparing Chinese-specific expression with English version, such as 小猫怎么叫,喵喵喵。小狗怎么叫，汪汪汪。小鸡怎么叫，叽叽叽。小鸭怎么叫，嘎嘎嘎。小羊怎么叫，咩咩咩
Elaboration (3) | ACLCHC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC021
singing familiar songs from both cultures, such as 《小星星》，《说哈罗》,《猜拳歌》 or 《狼与小孩》, to memorise words and sounds and for enjoyment
Elaboration (4) | ACLCHC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHC021
expressing own feelings, likes and dislikes in response to Chinese stories, songs and poems, and asking for classmates’ feelings
Elaboration (5) | ACLCHC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC022
comparing the themes and content of nursery rhymes (童谣) (such as 小蜜蜂， 嗡嗡嗡， 飞到东， 飞到西； 小白兔， 白又白， 两只耳朵竖起来； 小燕子， 穿花衣， 年年春天来这里), for example, noting the frequent appearance of particular animals in 童谣 and recognising how this relates to traditional agricultural …
Elaboration | ACLCHC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC022
creating a storyboard to describe characters and key events in planning a story
Elaboration (1) | ACLCHC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC022
creating plot diagrams using characters provided by teacher to annotate diagram
Elaboration (2) | ACLCHC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC022
using pictographs such as 马, 田，山 to create cartoons to illustrate a story
Elaboration (3) | ACLCHC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC022
designing play props and costumes appropriate to the context and setting of a story read or listened to in class, and identifying traditional Chinese clothes and accessories
Elaboration (4) | ACLCHC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC023
explaining words and phrases to peers or the teacher, using gestures and actions to help convey meaning, such as facial expressions to express dislike or disappointment, agreement or enthusiasm
Elaboration | ACLCHC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC023
explaining meanings of colloquial phrases used on specific occasions (for example, 恭喜发财 to give New Year wishes), and discussing how such wishes are expressed in English
Elaboration (1) | ACLCHC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC023
choosing words to translate information into Chinese, recognising different meanings for the same word, for example 哥哥 can be used to refer to an older male friend as well as older brother
Elaboration (2) | ACLCHC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC024
reading bilingual signs, comparing Chinese words to their English equivalent, and recognising how key characters in expressions contribute to the overall meaning, such as 上 in 好好学习，天天向上
Elaboration | ACLCHC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC024
identifying meanings of Chinese words and phrases that do not translate directly (word for word), for example, 属 、 岁、马马虎虎
Elaboration (1) | ACLCHC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC025
preparing a self-introduction and discussing the concept of ‘self’/我, exploring questions such as ‘What makes me special in my family? In my class? In my school?’, for example, 我叫 Tina, 我是妹妹。我上三年级，我的老师是王老师
Elaboration | ACLCHC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC025
prioritising information when talking about self, for example, 我叫Kate before 我八岁
Elaboration (1) | ACLCHC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC025
sharing information about one’s zodiac animal sign in Chinese and discussing in English the cultural significance of such information, for example, 我属龙
Elaboration (2) | ACLCHC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU026
explaining the use of Pinyin as a learning tool to reflect the sound of Chinese spoken language, and recognising sounds associated with individual letters and syllables, differentiating, for example, qī , piě, rán and qù from English sounds for such letters …
Elaboration | ACLCHU026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU026
listening to and viewing simple conversational exchanges, recognising tone-syllables and experiencing the differences between Chinese and English intonation
Elaboration (1) | ACLCHU026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU026
recognising when and why some tones are not expressed in some contexts, for example, repetition of syllables in ‘Mama’, neutral tone on second syllable
Elaboration (2) | ACLCHU026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHU026
listening to and reading out loud a nursery rhyme with strong Chinese prosodic features such as 《小老鼠，上灯台》
Elaboration (3) | ACLCHU026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum