Elaboration (2) ACLCHC169
being aware of how own ideas may be perceived by others based on language choice, including code-switching, for example, 我妈妈不喜欢我说汉语时夹着英语，但是我和朋友经常这样说，她也经常这样说。有的时候姥姥听不懂，我就会想想全部用汉语该怎么说
Elaboration (2) | ACLCHC169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU191
reading extracts of 古典小说, such as 《水浒传》, and noticing how language use differs from contemporary speech, for example, 史进道： 小人大胆， 敢问官人高姓大名？ 那人道：洒家是经略府提辖， 姓鲁， 讳个达字。 敢问阿哥，你姓什么？
Elaboration (4) | ACLCHU191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (8) ACLCHC202
being aware of how own ideas may be perceived by others based on language choice, for example, 我妈妈不喜欢我说汉语中间夹英语，但是我和朋友经常这样说，她也经常这样说。有的时候姥姥听不懂，我就会想想全用汉语怎么说
Elaboration (8) | ACLCHC202 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHC210
requesting assistance or seeking advice on a feature of language (for example, mobile phone 。中文怎么说， 怎么写（面）这个字呢？), and exploring concepts related to topical and contemporary issues (such as ethnicity and identity, social justice, environment, education …
Elaboration (5) | ACLCHC210 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLJAC151
using familiar and modelled language to create imaginative digital texts, such as a photo story, an e-book or profile of an imagined avatar, for example, これ は たからじま です。大きい とりい と、小(ちい)さい とりい が あります。じてんしゃ で、大きい とりい に いきます。大きい とりい の 下(した) にはこ が あります。はこ の 中(なか) に …
Elaboration (4) | ACLJAC151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAC021
interacting in classroom routines using appropriate language to apologise, for example, すみません、しゅくだいをわすれました。、 to request clarification, for example, テストは何日(なんにち)ですか。ゆっくり言ってください。、 and to ask and respond to questions, for example, ～は英語(えいご)で何ですか。この漢(かん) …
Elaboration | ACLJAC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLCHU258
analysing the use of figurative language in literature, for example, 老舍《骆驼祥子》 中虎妞的一段话：“呕！不出臭汗去，心里痒痒。你个贱骨头！我给你炒下的菜，你不回来吃，绕世界胡塞去舒服？你别把我招翻了，我爸爸是光棍出身，我什么事都做的出来！明天你敢出去，我就上吊给你看，我说得出来，就行得出来！”
Elaboration (2) | ACLCHU258 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLFWU164
expressing time, manner, attitude and place according to available language resources, such as: tenses, including past, present and future/non-past temporal expressions, for example, day–night cycle, lunar and seasonal cycles, ‘before’, ‘after’, …
Elaboration (2) | ACLFWU164 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLCLE003
discussing language features that encourage the audience to respond in particular ways, for example, the use of repetition (πόλεμος αἴρεται, πόλεμος οὐ φατὸς πρὸς ἐμὲ καὶ θεούς), alliteration (τυφλὸς τά τ᾽ ὦτα τόν τε νοῦν τά τ᾽ ὄμματ᾽ εἶ), assonance (κατῆγεν …
Elaboration (3) | ACLCLE003 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum