AC9LC4U04

Elaborations

• AC9LC4U04_E1identifying Chinese language and associated cultural practices, for example, saying 这是一个小礼物 when giving an imaginary gift to peers
• AC9LC4U04_E2recognising characters (such as 福) used in specific cultural events in various forms (paper cut-outs, folk art, couplets, etc.) of New Year decorations, and identifying how the form might change, for example, questioning why 福 is sometimes presented upside down
• AC9LC4U04_E3engaging with the traditions and customs, festivals, celebrations and food of Chinese-speaking communities, recognising the value of learning about culture(s) in learning a new language
• AC9LC4U04_E4exploring representations of information, for example, the symbols used in cultural expressions of First Nations Australians, and making connections with those of Chinese language and culture(s)
• AC9LC4U04_E5discussing birthday celebrations and traditions in Chinese-speaking countries, comparing ancient traditions with modern ones, reflecting on own birthday celebrations, such as singing 祝你生日快乐
• AC9LC4U04_E6identifying the connections between Chinese language and culture(s) by studying the reasons behind character formation, for example, learning how the character 家, which is a pictograph of a pig underneath a roof, came to represent the word ‘family’
• AC9LC4U04_E7participating in eye exercises, daily exercise routines, or role-playing the flag raising ceremony, using associated language, and discussing the cultural significance of these practices
• AC9LC4U04_E8discussing the difference between 我要去厕所。and 我可以去厕所吗？, and that the Chinese language can be very direct without being rude, for example, understanding that in English it is polite to say, “May I have …?", “Please can I have …?", but in Chinese, saying “I want ....” is usual; discussing the impact for a Chinese-speaking tourist travelling in Australia