ACLCHC184

Participate in reading Chinese literature in original and in translation, and explain assumptions or implied meanings which inform how ideas have been translated from Chinese into English[Key concept: equivalence; Key processes: comparing, transferring, …

Elaborations ScOT Terms

ACLCHC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC186

Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both Chinese and English[Key concepts: face, public, private; Key processes: adjusting, analysing]

Elaborations ScOT Terms

ACLCHC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC200

Translate short texts and identify words and phrases in Chinese that do not readily translate into English[Key concept: equivalence; Key processes: comparing, translating]

Elaborations ScOT Terms

ACLCHC200 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU206

Identify how information and ideas are organised in a range of genres, and compare the textual features of narratives in Chinese and English to determine features which are distinctive to Chinese

Elaborations ScOT Terms

ACLCHU206 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC216

Translate a range of simple Chinese texts and identify how some concepts can be mediated readily between Chinese and English and some cannot[Key concept: equivalence; Key processes: comparing, translating, explaining]

Elaborations ScOT Terms

ACLCHC216 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC217

Create texts in Chinese and English, explaining the linguistic and cultural challenges of achieving equivalence of meaning[Key concepts: audience, context, social distance, bilingualism; Key processes: identifying, translating, interpreting]

Elaborations ScOT Terms

ACLCHC217 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC218

Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both English and Chinese[Key concepts: face, public, private; Key processes: adjusting, analysing]

Elaborations ScOT Terms

ACLCHC218 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHC119

discussing Chinese words or expressions that appear to have no equivalent in English, for example, 不要客气，快吃吧

Elaboration | ACLCHC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHC119

stating the English equivalent of common Chinese expressions, for example, 对不起, 没关系; 谢谢，不谢

Elaboration (1) | ACLCHC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLCHC119

discussing meanings of colloquial phrases used on specific occasions (for example, 恭喜发财 to give New Year wishes), and exploring how such sentiments are expressed in English

Elaboration (2) | ACLCHC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHC120

sharing knowledge of Chinese with others, explaining features that differ from English, for example, how periods of the day are defined and word order for date and time

Elaboration | ACLCHC120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHC120

comparing ways of communicating and interacting in Chinese and English by identifying similarities and differences in features such as gestures, greetings, titles

Elaboration (1) | ACLCHC120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHU124

learning about meta-terms for word types, for example, exploring what is considered a verb in English and in Chinese (for example, adjectival verbs in Chinese)

Elaboration | ACLCHU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLCHU124

understanding that as for English there are basic rules of word order in Chinese (subject-verb-object)

Elaboration (2) | ACLCHU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHU125

comparing familiar texts in Chinese and English and discussing features in common, for example, storybook covers normally consist of book title, image, author’s name and illustrator’s name

Elaboration (1) | ACLCHU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHU126

comparing language use among family members (for example, with parents and siblings), and recognising different languages (e.g. Putonghua, a dialect or English) used for different participants, for example, 我跟爸爸妈妈说中文， 跟哥哥说英文

Elaboration (3) | ACLCHU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHU128

discussing communicative practices across cultures and identifying culture-specific practices (for example 拜年) in Chinese culture, including noting culture-specific phrases used in either Chinese or English

Elaboration (3) | ACLCHU128 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHC135

differentiating between word-by-word meaning and intended meaning when translating from Chinese into English, for example, the word-by-word translation of 我喜欢一个人看书 is ‘I like one person to read’, but it means ‘I like to read alone’

Elaboration | ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHC135

designing bilingual signs (characters/Pinyin/English) to post on key buildings and rooms around the school that convey short messages such as descriptions of the place or the rules in that place

Elaboration (1) | ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHC135

identifying Chinese symbols in print and digital texts (for example, the longevity symbol), and developing ways to convey the culturally attached value when expressing the meaning of these symbols in English

Elaboration (3) | ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum