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• VC2M7M03

  describe the relationship between π and the circumference, radius and diameter of a circle

  Elaborations

  • recognising the features of circles and their relationships to one another; for example, labelling the parts of a circle including centre, radius, diameter and circumference and using one of radius, diameter or circumference to determine the measure of the other 2; and understanding that the diameter of a circle is twice the radius, or that the radius is the circumference divided by 2π
  • comparing the circumference of circles in relation to their radius and diameter with materials and measuring, to establish measurement formulas; for example, using a compass to draw several circles, then using string to approximate the circumference, comparing the length of string to the diameter of the circle
  • investigating π as the constant in the proportional relationship between the circumference of a circle and its diameter, and historical approximations from different civilisations, including Egypt, Babylon, Greece, India and China
  • investigating the applications and significance of circles in everyday life of Aboriginal and Torres Strait Islander Peoples, such as in basketry, symbols and architecture, recognising the relationships between the centre, radius, diameter and circumference

  VC2M7M03 | Mathematics | Mathematics Version 2.0 | Level 7 | Measurement

• VCTRC111

  Produce bilingual texts for the school or wider community, such as instructions, presentations, commentaries or contributions to newsletters that capture the experience of ‘living between languages’

  Elaborations

  • creating bilingual texts such as community information leaflets, menus, timetables or instructions which cater to the needs of members of both language communities
  • creating bilingual texts for specific audiences, for example, songs or games for younger learners of Turkish, or a schedule for a multicultural event, noticing how information and representation is differently shaped in each language
  • creating bilingual texts to inform the local community of events such as a lunchtime concert, fundraising food stall or a display at a local library or gallery
  • composing and presenting a cultural exhibition or performance for members of the school community, providing English language support in the form of captions or recorded/live commentaries
  • providing bilingual commentaries to events such as a sports carnival or talent show
  • combining excerpts of interviews in Turkish and English with older community members about life stories and migration experiences with elements such as music, images or timelines to build a multimodal presentation for a community festival or multicultural event
  • writing/recording bilingual directions for a virtual tour of the school campus, discussing how to convey particular elements in the two languages

  VCTRC111 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCTRC090

  Convey information, obtained from personal, community and media sources relating to their own cultural, social and environmental contexts, using spoken, written and digital modes of communication

  Elaborations

  • creating a video, digital presentation, web post or print newsletter to report on a recent experience, such as a visit to a Turkish retirement village or to Turkish shops, markets or venues in their local community
  • using different modes of presentation such as displays or recorded commentaries to visual texts to profile events, characters or places related to Turkish culture, history or experience, such as Gelibolu ve Anzaklar, Atatürk, Göç
  • creating multimedia presentations to invite reflection on aspects of environmental or ecological concerns, for example, çevre kirliliği, geri dönüşüm, nesli tükenen hayvanlar
  • providing information on aspects of their own lives that may interest learners in other Turkish-speaking environments, for example, spor, okul kampları veya gezileri, konserler, festivaller, düğünler, tatil gezileri, supporting their commentaries with sound or visual elements
  • using modes of presentation such as photo montages, written journals or recorded interviews to inform members of their extended family overseas about their social and educational experience in Australia
  • presenting an aspect of Australian culture, for example, multicultural or traditional cuisine, daily life and routines in urban/rural settings, significant places or cultural practices associated with Aboriginal and Torres Strait Islander communities, highlighting elements that reflect the diversity of Australian experience

  VCTRC090 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCTRU067

  Understand how their own use of Turkish in social, school and community contexts has changed over time, discussing reasons for changes or adaptations

  Elaborations

  • identifying changes in their ways of communicating in Turkish as a result of influences such as social media, popular culture, technology and intercultural experience, for example, the use of acronyms, emoticons, ‘selfies’ in text messaging, and of abbreviations such as nbr (ne haber), tmm (tamam), slm (selam), kib (kendine iyi bak), bye (güle güle) and aeo (Allaha emanet ol)
  • reflecting on how their use of language develops as they grow older and as they communicate in different contexts, with different people, for different purposes, discussing how speaking more than one language provides additional resources for making meaning
  • monitoring their own and others’ use of new forms of language, behaviour and self-expression across different contexts such as school and social worlds, including virtual forms of communication
  • investigating changes in their use of Turkish in wider contexts, for example, as a result of increased exposure to Turkish-language media in Australia, comparing the language used in various television dramas to their own use of the language in daily life

  VCTRU067 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCTRU015

  Recognise that different words, expressions and gestures are used by speakers of Turkish to address and greet people in different contexts and situations

  Elaborations

  • identifying different relationships between people by noticing how they speak to each other, for example, in storybooks, real life conversations, puppet plays or video clips
  • understanding that different forms of Turkish are used by people in different contexts and relationships, for example, the appropriate use of pronouns, sen and siz, and honorifics, Orhan Bey, Ayla Hanım, Sayın, Hakan Ağabey, Cengiz Amca, Ayşe Teyze
  • understanding that interactions such as greetings vary according to time of day, occasion,degree of familiarity and age of people involved, for example, günaydın, merhaba, iyi akşamlar, Nasılsın? or Nasılsınız? Ne haber? Ne var, ne yok? Selam!
  • understanding that gestures used in greetings vary according to degrees of familiarity and relationship, for example, kissing hands of elders and placing hands on the forehead
  • recognising the importance of using either formal or informal language in any context, for example, never using first names when addressing elders, such as teachers or parents

  VCTRU015 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCTRU051

  Reflect on how communities’ ways of using languages are shaped by values and belief systems, and how these may be differently interpreted by speakers of other languages

  Elaborations

  • understanding that people interpret and respond to intercultural experiences in different ways depending on their own cultural perspectives, recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’ ideas or behaviours
  • noticing ways in which the Turkish language reflects values and traditions of Turkish communities, such as Nazar değmesin
  • comparing superstitions across cultures, for example, Yerde uzanan çocukların üzerinden atlama, Geceleyin tırnak kesilmez, tahtaya vurmak, yıldız kayarken dilek tutmak compared to ‘breaking a mirror will bring you seven years of bad luck’, researching their origins and considering their relevance today
  • considering how Turkish interaction patterns around familiar routines such as meal times reflect cultural practices and values associated with family life, food and social relationships, for example, selamlaşma, yemek zamanı-öğünler, sofra adabı
  • identifying examples of Australian values and traditions reflected in ways of communicating that may not be familiar to members of other language communities, for example, ways of addressing people, behaviour and interactions around meal times

  VCTRU051 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCVIC130

  Translate and interpret words and expressions in simple Vietnamese and English texts, noticing similarities and differences or non-equivalence of words and expressions

  Elaborations

  • identifying words and expressions in Vietnamese and English that do not readily translate, for example, phở, bánh chưng, áo dài, ‘bushwalking’, ‘the outback’
  • examining texts, including digital and multimodal texts, to identify how the meaning of words changes according to context, for example, a common Vietnamese homonym such as đá, which may mean ‘to kick’, ‘stone’ or ‘ice’ (as in trà đá); or the personal pronouns ‘I’ and ‘you’ in English, which can be translated as ông, bà, cô, chú, anh, chị, em, con or cháu in Vietnamese
  • noticing the diverse ways in which meaning is conveyed in Vietnamese and English, and differentiating between word-by-word translation and intended meaning, for example, Chúc (ông bà) sống lâu trăm tuổi (‘I wish you long life’) and Chúc cháu bé ngoan ăn, chóng lớn (‘I hope the baby eats well and grows fast’)
  • translating signs or phrases in familiar contexts from Vietnamese into English, for example, street signs, addresses and food labels, noting that some signs or symbols are universal, for example, the ‘Stop’ and ‘Peace’ signs, and the wi-fi and Olympic symbols

  VCVIC130 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCVIC142

  Engage in classroom interactions by asking and responding to questions and expressing opinions

  Elaborations

  • contributing to the development of a set of class rules, for example, Trong lớp học này chúng ta chỉ nói tiếng Việt vì đây là dịp để thực tập môn tiếng Việt
  • asking and responding to questions, for example, Thưa thầy, em làm chung với ai? Thưa cô, khi nào em phải nộp bài này? Em chọn câu A. Thưa cô, em đồng ý với bạn Hà
  • checking on one another’s progress during learning tasks or activities, using questions such as Bạn làm sắp xong chưa? Sao bạn làm nhanh thế?
  • participating in class discussions and offering opinions on various topics, such as water and road safety, a class recycling program or physical fitness and wellbeing
  • expressing opinions on classwork and school life, for example, Giờ học tiếng Việt vui quá! Bài thi toán khó quá! Buổi đi cắm trại rất thú vị và bổ ích. Phòng vệ sinh trường mình rất sạch. Căn-tin trường mình bán đồ ăn ngon và rẻ

  VCVIC142 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCVIC143

  Locate, classify and compare information relating to personal, social and natural worlds from a range of spoken, written, digital and visual texts

  Elaborations

  • locating, classifying and summarising information from a range of sources, such as notices, results of class surveys, announcements and reports, using memory tools such as tables, charts and concept maps to organise and sequence information
  • collecting information from sources such as class surveys, online forums or blog posts about aspects of Vietnamese culture at home, for example, ngày giỗ) and in the local community, for example, Tết Nguyên đán, lễ Vu lan, giỗ tổ Hùng Vương
  • investigating aspects of life in Vietnamese-speaking communities overseas, for example, through web-chatting with relatives in Vietnam to find out more about their own family’s origins, history or circumstances
  • collecting and comparing information from a range of print and digital texts on topics related to personal and social worlds, for example, how to balance schoolwork, hobbies and time with friends
  • locating information about geographical features in Vietnam and classifying them as natural (động Hương Tích, vịnh Hạ Long) or constructed features (Văn Miếu, chùa Một Cột, chùa Thiên Mụ, lăng tẩm Huế)

  VCVIC143 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCVIC161

  Convey information and ideas on different topics or events, describing and comparing views, experiences and aspects of culture, using different modes of presentation for particular audiences and contexts

  Elaborations

  • creating texts for a Vietnamese-speaking audience, using different forms and modes of presentation to enhance effect, for example, creating a digital presentation with visual and audio effects to introduce a famous tourist attraction or preparing a video clip of a cooking demonstration
  • investigating a social, environmental or cultural issue such as cyber bullying or cultural maintenance and presenting the findings summarising opinions, attitudes and comments collected from surveys, interviews or media sources
  • creating a range of texts to inform others of features of Vietnamese and Australian lifestyles, family life, schooling, and social and cultural norms, for example, an email in response to a Vietnamese friend’s enquiry about Australian schooling or leisure activities, a review to promote a Vietnamese restaurant, an advertisement to promote a new product, or a blog entry reflecting on the differences between Australian and Vietnamese foods or eating etiquette
  • delivering speeches or writing emails or letters to friends or relatives describing and analysing differences and similarities between the lives of Vietnamese and Australian teenagers, providing a balanced view of the lives and interests of teenagers in each country, referring to different perspectives from a range of resources and making connections with own or peers’ experiences
  • reporting in the form of a personal recount or diary entry a personal experience such as a school excursion, a holiday trip or a local cultural event, for example, a Moon festival

  VCVIC161 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHC148

  Plan and present key points of information to familiar audiences

  Elaborations

  • developing informed opinions to share with others, giving examples (for example, 澳大利亚人说很多语言，比如英语，汉语，法语等等) and comparing information, for example, 中国人口比澳大利亚的多)(我觉得我们应该帮爸爸妈妈做家务
  • working in teams to prepare and present an oral presentation, supported by digital media, related to own school or community or on topics of interest, for example, endangered animals, popular singers in Asia
  • preparing and creating a video clip to share with peers overseas introducing aspects of local culture, including interesting places, history, famous people, and lifestyle, for example, 墨尔本的电车
  • producing a digital display containing text and images to present a personal perspective on life in Australian schools to share with peers overseas
  • creating poster displays using graphics, photographs and illustrations to document and convey ideas related to topics of interest, for example, their country of origin, family tree or favourite sports team
  • collaborating with others to prepare a report for a school or community newsletter about Chinese language learning experiences or activities at day school and community school

  VCZHC148 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCZHC097

  Interact and socialise with known and unknown participants in familiar contexts to plan and arrange events, and exchange feelings, opinions and preferences

  Elaborations

  • introducing self, peers, friends and familiar adults in conversation (for example, 这位是王校长; 这是小王; 这是王一飞) and responding to such introductions, for example, 你好，小王，我是…
  • stating opinions on school and family life, familiar people, experiences and significant personal events (for example, 我最喜欢圣诞节), and indicating preferences with reasons, for example, 我想去看…电影， 因为听说这个电影很好看
  • discussing topics of interest, such as music, TV programs or sports; and asking questions to seek information and opinions, request repetition, clarify meaning (for example, 你说你的生日是明天，是吗？) and enhance mutual understanding, for example, 我不太喜欢听流行音乐，我更喜欢摇滚乐,因为摇滚乐很有力
  • expressing apology, appreciation or gratitude in diverse ways, and comparing practices across contexts, for example, considering which term to use in various situations and depending on the relationship between participants (谢谢;辛苦你了; 麻烦你了; 真对不起; 非常感谢)
  • initiating activities among peers, such as 汉语角 to promote Chinese learning in school, and arranging a time and location for this activity, for example, 我们可以星期二练习说汉语。我们可以在教室，或者在电脑室

  VCZHC097 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHC088

  Interpret common colloquial phrases and culturally specific practices from Chinese contexts into Australian contexts and vice versa, identifying contextual restraints and considering alternatives

  Elaborations

  • watching interactions in Chinese between peers or in texts (for example, viewing a segment of a movie), and interpreting the meaning of the dialogue as well as comparing culturally determined manners or behaviour
  • interpreting key ideas from Chinese to English with explanation of the context and the use of fixed phrases, for example, discussing what Chinese parents would say to their child when dropping them off at school as the Chinese version of ‘Have a good day’ (听老师的话，不要调皮); what is the English version of 加油; and why people say 加油 at a Chinese sports event
  • explaining key cultural concepts and practices to English speakers through translation, for example: Do we translate 春节 as ‘Spring Festival’ or ‘Chinese New Year’? Why is 端午节 called ‘dragon boat festival’ in English? Does this translation capture the essence of this celebration? What is lost in translation? What are similar examples in English?
  • considering how aspects of life in Australia that are culturally determined or reflect culture-specific behaviours may be rendered in Chinese, such as Anzac Day, Australia Day, the Ashes cricket

  VCZHC088 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHC137

  Reflect on their reactions and responses to others when participating in learning and cultural experiences in Chinese and Australian contexts

  Elaborations

  • identifying levels of politeness, respect and formality in diverse contexts, for example, when seeking assistance, when engaging with people of different ages or authority
  • 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
  • identifying ways in which their Chinese identity is reflected in their daily life and interests, for example, belonging to a sports or hobby group or attending community school
  • considering their linguistic and cultural skills as Chinese and as Australians and how these contribute to their overall sense of identity
  • comparing Chinese and Australian lifestyles such as festivals and celebrations, food staples, preferences and cooking styles, and discussing own engagement with these
  • noticing differences in cultural practices and the protocol for certain events, such as 我去表哥家要先叫人，大姨好，大姨夫好；如果他们要留我吃饭，我要先问妈妈可不可以；如果阿姨叫我多吃一点, 我不能吃太多，最好得客气客气
  • participating in cultural events (for example, watching a China–Australia soccer match, performing a Chinese song to the school community, or celebrating Anzac Day) and reflecting on own reactions

  VCZHC137 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCZHC234

  Reflect on adjustments they and others make in their everyday language use, and connect these adjustments to aspects of experience, culture and roles in Australian society

  Elaborations

  • reflecting on how meanings of certain words are understood in different ways, for example, the different implications of using the term 他的店很肮脏
  • exploring multiple aspects of the concept of ‘identity’ by contrasting ‘individuality’ (个体) with ‘collective identity’ (集体)
  • identifying how their knowledge of Chinese and English opens up opportunities to expand their own world views
  • discussing experiences of ‘returning to home country’ (回国) and how they feel about the lifestyle and practices of their old home
  • reflecting on how their sense of being Chinese is influenced by their experience of living in Australia, for example, by maintaining a journal or blog
  • identifying features of communication in Chinese that are interpreted differently when applied in English communication, for example, examining how adjusting from a tonal language to English sometimes results in miscommunication of emotion or a perception of being abrupt
  • examining and reflecting on interactions that did not achieve their desired goal, and identifying strategies to enhance the effectiveness of their communication with others
  • reflecting on the challenges of addressing cultural assumptions and stereotyping when discussing aspects of life in Australia, for example, 有的澳大利亚人说到中国人就会说中国人怎么怎么样...，难道一个中国人做的事情就代表了所有的中国人么？

  VCZHC234 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCZHC217

  Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both English and Chinese

  Elaborations

  • identifying diverse ways their Chinese identity is played out in local communities (for example, through membership of community organisations and interest groups) and relating experiences in which their Chinese identity is central to their self-expression
  • exploring the ways their Chinese identity influences the different roles they play in life (for example, as a student at secondary school and in Chinese school, and as a son or daughter, an older or younger sibling, a friend, or a member of a sports team) and reflecting on times when linguistic and cultural aspects of their identity are questioned and challenged
  • reflecting on own cultural values and evaluating how these intersect with mainstream values when interacting in both Chinese and Australian contexts
  • recognising the language choices they make that influence how their identities as individuals and as Chinese-speaking Australians are perceived by others, for example, feeling more Chinese with Chinese people, and less Chinese when on their own or with people from a different cultural background
  • varying their language use when engaging with participants from different cultural backgrounds, for example, opening a speech in Chinese with 中国有一句俗语… when in English they would open a speech with some humour

  VCZHC217 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHC099

  Locate and compare perspectives on people, places and lifestyles in different communities, from a range of spoken information texts, and convey this information to others

  Elaborations

  • documenting specific details of events, customs and lifestyles obtained from diverse sources (for example, video clips and face-to-face interviews), and summarising the information in order to form a balanced view to share with others
  • listening to and viewing texts (for example, celebrity interviews, news reports and documentaries on tourist hot spots) and obtaining gist by focusing on familiar, anticipated items in a flow of words, such as names of people and places, time and date, attitude and opinions
  • using dictionaries and other support materials to identify key words, for example, identifying the likely meaning of 七夕 when they hear 农历七月七日是七夕
  • interviewing teachers or other familiar adults about their experiences (for example, 他小时候每天都骑自行车) and presenting this information to the class, quoting the source of information, for example, 有人说；她告诉我
  • producing multimodal presentations to deliver information about aspects of leisure activities, education or community life (for example, 澳大利亚的运动), and expressing opinions and perspectives, using data and examples to support ideas, for example, 我觉得这个电影很没意思,因为…而且… 所以…
  • presenting information to others with awareness of audience and context, for example, making appropriate language choices when presenting to adults as compared with presenting to peers

  VCZHC099 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHC073

  Compare the experiences of young Australians with those of young people in Chinese-speaking communities, reflecting on how these diverse experiences affect individuals’ identity, attitudes and beliefs

  Elaborations

  • constructing texts and participating in interactions with young Chinese which involve sharing aspects of their own identities as young Australians, for example, 中国的年轻人喜欢什么运动？澳洲人喜欢游泳、打板球和打橄榄球
  • comparing own experiences and opinions with those of Chinese youth encountered in diverse texts and contexts, for example, exploring how young people feel about school: What is universal? What is culturally specific? What is environmental? Why do we do things a particular way? 大部分澳大利亚的学生功课压力没有那么重；很多中国学生在食堂吃饭
  • viewing texts related to the experiences of young Chinese speakers (for example, 偶像剧), and discussing aspects of their life, world or values conveyed, asking, for example: What assumptions or generalisations are made? How does this impact on our perception of Chinese youth? Does this reflect the reality of Chinese youth?
  • exploring diversity within Chinese identity and becoming more aware of this when interacting with Chinese speakers, for example, understanding that calling Chinese speakers 中国人 does not reflect the diversity of Chinese speakers’ identities
  • engaging in interaction with Chinese speakers and reflecting on how their own language choices are perceived by Chinese speakers, for example: Is my communication culturally appropriate? Should I adjust language and gesture to help convey meaning more appropriately and effectively?

  VCZHC073 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHC081

  Exchange feelings, ideas and opinions, establish and maintain friendships and participate in group action

  Elaborations

  • exchanging greetings with peers and familiar adults, choosing appropriate greetings to suit age or position (for example, 您好，老师 好) or time of day (for example, 你早，晚安), and using appropriate tone and intonation
  • sharing personal ideas and opinions on experiences such as home life and routine, school and education, diet and food, travel and leisure, climate and weather, expressing opinions and preferences and stating reasons to elaborate the message, for example, 我不太喜欢…、我觉得…因为
  • engaging in class discussion by responding to questions such as 你喜欢运动吗？, expressing agreement and disagreement with others’ opinions (for example, 对，我也很喜欢运动), and making sure that other participants are included in the interaction, for example, 我去过法国，你呢？
  • using set phrases to greet, thank, apologise and ask permission from peers and teacher, for example, 我可以上厕所吗？；谢谢；对不起
  • comparing own experiences to the lives of young Chinese people, for example, 我觉得 7:30上学太早。 我不坐地铁上学，我坐公共汽车上学

  VCZHC081 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCZHC245

  Plan and negotiate actions to contribute to their local and global community, and suggest alternatives when planning and negotiating

  Elaborations

  • displaying respect for others’ ideas in interactions, agreeing to disagree, or negotiating to achieve agreement, for example, 要么这样吧…; 你看怎么样…; 你说的很有道理，但是…
  • discussing multiple perspectives on topics such as 独生子女政策，言论自由，贫富差距，经济发展与环境保护, and raising awareness among peers and members of school community to enhance mutual understanding of others’ perspectives
  • comparing different learning environments and approaches to learning, for example, reflecting on prior learning experiences and suggesting the advantages and disadvantages of different educational systems (中国的教育是应试教育，注重死记硬背，澳洲的教育是启发式教育，培养的是学生的独立思考能力)
  • discussing issues encountered in their daily life when communicating across cultures, such as specific ‘cultural barriers’ and misunderstandings in communication, for example, 家长应不应该尊重孩子的个人隐私？
  • understanding the history of their local Chinese community and the multicultural nature of Australian society, for example, interviewing older migrants about their experiences as Chinese Australians (老一代的华人在餐饮、 木工、 香蕉种植等方面为澳洲做出了贡献，新一代的华人更多的是在金融、法律、医生等行业发展)
  • identifying areas of need within the local community and collaborating with others to provide support, for example, visiting aged-care facilities or helping to organise a cultural event to enhance understanding of Chinese culture within their own school and local communities (我们上个周末去华人养老院做义工，接触了很多很有意思的老人)

  VCZHC245 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising