ACLCHC136

Translate simple English texts into Chinese and vice versa, using strategies for building vocabulary and interpreting intended meaning of words in English and Chinese[Key concepts: morphology, bilingualism; Key processes: identifying, translating, interpreting] …

Elaborations ScOT Terms

ACLCHC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Years 3 and 4 Chinese

The nature of the learners Learners explore how they use more than one language in their daily lives, and use Chinese in relation to their personal world, countries where Chinese is spoken and the world of imagination. Chinese language learning and …

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

ACLCHC135

Identify common spoken Chinese expressions and discuss examples of actions, words and phrases that do not readily translate into English[Key concepts: equivalence, idiom; Key processes: translating, identifying, discussing]

Elaborations ScOT Terms

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

Elaboration (5) ACLCHC135

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

Elaboration (5) | ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (6) ACLCHC135

explaining in English features of gestures used in Chinese, for example, hand gestures for numbers

Elaboration (6) | ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHC134

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) | ACLCHC134 | 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

Elaboration (7) ACLCHC135

comparing versions of a common text across languages and identifying issues in conveying meaning, for example, how to render 小心轻放 into English

Elaboration (7) | ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHC136

creating bilingual texts to share with others, for example, adding English to a Chinese New Year poster or couplet, adding Chinese headings to an Australian tourism promotion brochure, adding Chinese to a class weekly timetable

Elaboration (1) | ACLCHC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHU144

identifying culturally specific terms and phrases, for example, ‘mate’ in Australian English and 吃了吗 in Chinese, and sharing insights into why particular cultures value certain colloquial language

Elaboration | ACLCHU144 | Content Descriptions | Years 3 and 4 | 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) ACLCHC137

deciding how best to address and refer to others (for example, addressing an older stranger as 姐姐 or 阿姨 in Chinese) and considering how that person would be addressed in English

Elaboration (1) | ACLCHC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum