AC9LC4U04 Years 3 to 4 Languages

Content descriptor identify connections between Chinese language and cultural practices

Elaborations

• • Elaboration identifying Chinese language and associated cultural practices, for example, saying 这是一个小礼物 when giving an imaginary gift to peers
• • Elaboration recognising 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
• • Elaboration engaging 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
• • Elaboration exploring 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)
• • Elaboration discussing 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
• • Elaboration identifying 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’
• • Elaboration participating in eye exercises, daily exercise routines, or role-playing the flag raising ceremony, using associated language, and discussing the cultural significance of these practices

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• • Elaboration discussing 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