AC9LCH6C04

Elaborations

• AC9LCH6C04_E1examining the risks of literal or word-for-word translation when translating expressions, idioms and proverbs, for example, ‘full of beans’ (lively and energetic) may be translated incorrectly in Chinese to 满满的豆子
• AC9LCH6C04_E2recognising different levels of formality in language, such as 爷爷 and 祖父, and using language appropriate to context, for example, 我很累。and 我非常疲惫。
• AC9LCH6C04_E3interpreting examples of colloquialisms or slang typically used by young people such as 躺平 (give up), 永远的神 (YYDS)/GOAT (the Greatest Of All Time)
• AC9LCH6C04_E4identifying context-specific language such as language used at the supermarket, at the doctor’s surgery or when visiting a friend or relative, for example, 多少钱, 出价, 贵, 便宜, 折扣, 好/坏产品, 感冒, 咳嗽, 头痛, 头晕
• AC9LCH6C04_E5creating and using bilingual resources for language learning, such as glossaries of cultural terms in Chinese and English, and explaining culture-specific elements, for example, resources to inform Chinese and Australian visitors about events such as Anzac Day and the Chinese Dragon Boat festival
• AC9LCH6C04_E6reading children’s stories in bilingual form and reflecting on ideas expressed in Chinese and English which may not be readily translated and discussing possible reasons for this, for example, 阴阳,风水
• AC9LCH6C04_E7using a range of resources to assist in creating a Chinese translation of a text, exploring the functions of print and electronic translation tools, and discussing their strengths and weaknesses
• AC9LCH6C04_E8composing bilingual resources for the school community, such as posters for class or school performances, displays or events, for example, Sports Carnival 运动会, Multicultural Day 多元文化日 or a virtual tour of the school with signs, notices, labels and short comments in Chinese and English, such as Library 图书馆, Hall 礼堂 Quiet please! 请安静