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Elaboration (1) ACLCHC214

keeping a journal to reflect on emotions and experiences of individuals encountered in texts

Elaboration (1) ACLCHC215

creating a script in response to a story from classical literature, such as 《草船借箭》, and considering how to convey the characters’ personality through language

Elaboration (1) ACLCHC216

considering the uses of different measurement words in Chinese (for example, 小勺 and 茶匙；斤 and 克) when comparing Chinese translations of English recipes

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

Elaboration (1) ACLCHC218

exploring the ways their Chinese identity influences the different roles they play in life (for example, as a student at secondary school and in Chinese school, and as a son or daughter, an older or younger sibling, a friend, or a member of a sports team) …

Elaboration (1) ACLCHU219

comparing their pronunciation and word choices when speaking in Chinese to peers and other Chinese speakers

Elaboration (1) ACLCHU220

examining component form and function to predict sound of unfamiliar characters when reading aloud

Elaboration (1) ACLCHU221

analysing the subtle differences between expressions with similar meanings conveyed using, for example, 除了…也 and 除了…都 and 虽然 and 尽管

Elaboration (1) ACLCHU222

comparing how statistical data (such as census information or surveys) are collated and referred to in Chinese and English texts, including consideration of the levels of in-text referencing required across both languages

Elaboration (1) ACLCHU223

reading texts such as 《人民日报》, and identifying words and phrases that are used to convey authority or objectivity, such as how to name students with different achievements (for example, 尖子生，中间生，临界生优秀学生, 普通学生,后进的有潜力学生) in a report on school education

Elaboration (1) ACLCHU224

predicting the meaning of texts in traditional characters encountered in everyday contexts by relating the character’s simplified version, for example, 匾 in a tourist site

Elaboration (1) ACLCHU225

examining how language is used to marginalise groups in society, such as how labels are used to simplify identification of groups and influence how such groups are perceived by others, for example, 蚁族、80后/90后

Elaboration (5) ACLCHU128

using non-verbal communication, such as gestures and facial expressions, for example, showing numbers 1–10 with fingers

Elaboration (8) ACLCHC215

using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the smell of breakfast stalls on a busy morning in a Chinese town

Elaboration (5) ACLCHC194

using set phrases to greet, thank, apologise, and ask permission from peers and teacher, for example, 我可以上厕所吗？；谢谢；对不起

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

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Curriculum Elements Types