ACLCHC071

Translate a range of Chinese texts and identify how some concepts can be readily translated between Chinese and English and some do not[Key concepts: semantics, syntax: Key processes: translating, interpreting]

Elaborations ScOT Terms

ACLCHC071 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Chinese Years 9 and 10

By the end of Year 10, students use spoken and written Chinese to sustain extended interactions with familiar and unfamiliar participants in a range of contexts (for example, interacting with Chinese-speaking students online; using Chinese to …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC041

Describe aspects of own identity and reflect on differences between Chinese and English language and culture, identifying how this knowledge can help their intercultural exchanges[Key concepts: similarity, difference, culture; Key processes: comparing, …

Elaborations ScOT Terms

ACLCHC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC070

Create written imaginative texts that express aspects of Chinese culture for different audiences and identify how some concepts can be readily translated between Chinese and English and some do not[Key concepts: values, tradition; Key processes: creating, …

Elaborations ScOT Terms

ACLCHC070 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLCHC036

recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist with reading for overall meaning

Elaboration (2) | ACLCHC036 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHU075

describing orthographic features of new characters encountered, including the structure, sequence and relationship of components, and explaining connections evident between form, sound and meaning

Elaboration (1) | ACLCHU075 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHC084

recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist reading for overall meaning

Elaboration (3) | ACLCHC084 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHC086

creating digital stories by producing labels for pictures, photos and cartoons in combination with sound, voice and music to convey a sequence of events in imagined contexts

Elaboration | ACLCHC086 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLCHC040

developing strategies for using bilingual (Chinese–English and English–Chinese) dictionaries in both print and digital forms to assist with translation

Elaboration (2) | ACLCHC040 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHC009

comparing learning in English with learning in Chinese, for example, learning about syllables and components

Elaboration (3) | ACLCHC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLCHC038

plotting a storyline, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?

Elaboration (2) | ACLCHC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLCHU059

describing characters to classmates by naming their components or sides in sequence, for example, 亻 (‘standing man’) on the left, 言 (‘words’) on the right ＝ 信

Elaboration (2) | ACLCHU059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHU060

exploring the use 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) | ACLCHU060 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHU060

exploring and applying the use of conjunctions to sequence and connect ideas when constructing texts, for example, 不但…而且…；虽然…但是…

Elaboration (3) | ACLCHU060 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHC086

plotting a storyline, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?

Elaboration (3) | ACLCHC086 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHU091

learning the number, nature and sequence of strokes; exploring the range of stroke types used in characters; learning to write with a focus on stroke direction and order, and on balance and proportion within the square

Elaboration | ACLCHU091 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLCHU107

describing characters to others by naming their components or sides in sequence, for example, ‘standing man’ (亻) on the left, ‘words’ (言) on the right ＝ 信

Elaboration (2) | ACLCHU107 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

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) | ACLCHU108 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHU046

noticing the use of English words or phrases in Chinese interactions (for example, 拜拜, or a few words of English in a Chinese pop song), and discussing the reason for the ‘code-switching’

Elaboration (3) | ACLCHU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (4) ACLCHU095

noticing the use of English phrases and sentences in Chinese interactions (for example, 拜拜, or a few lines of English in a Chinese pop song), and discussing the reason for the ‘code-switching’

Elaboration (4) | ACLCHU095 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum