AC9LCH4C04

Elaborations

• AC9LCH4C04_E1selecting language to translate information into Chinese, recognising different meanings for the same word, for example, understanding that 哥哥 can be used to refer to an older male friend as well as an older brother
• AC9LCH4C04_E2demonstrating levels of politeness, respect and formality in diverse contexts when engaging with people of different ages or authority, for example, seeking assistance in writing, such as 尊敬的老师， 请您 ...
• AC9LCH4C04_E3explaining when to use formal and informal language in different social contexts, for example, comparing language use at home and at school, such as 妈妈，我要喝水。老师，我可以喝水吗？
• AC9LCH4C04_E4recognising the role that gesture plays in interactions, including hand gestures, gesturing for emphasis and inclusivity, and taboos within Chinese communication, such as pointing directly at someone
• AC9LCH4C04_E5creating bilingual resources for use in the classroom or school, for example, digital-picture dictionaries and word lists, glossaries and signs for the school environment
• AC9LCH4C04_E6identifying words and expressions in Chinese and English that do not readily translate, for example, 马马虎虎, 好好学习, 天天向上, small talk, cringe
• AC9LCH4C04_E7developing strategies for using bilingual, print or digital Chinese-English and English-Chinese dictionaries, to assist with translation
• AC9LCH4C04_E8learning the cultural value behind symbols, such as tracing, cutting out or writing 春 and 福 to decorate the classroom for New Year
• AC9LCH4C04_E9identifying culturally-specific terms and phrases, for example, 吃了吗？in Chinese and ‘mate’ in Australian English, and sharing insights into why particular cultures value certain colloquial language